Author

Geraldine Mateo Gumaboy
Daga Elementary School Daga, Conner, Apayao
Katabbogan, Pinukpuk, Kalinga, Philippines
Email: geraldine.gumaboy@deped.ph

Abstract

This study examined the digital parenting styles of parents and their relationship to the academic performance of Grade 5 pupils at Daga Elementary School in Kalinga Province. Using a mixed-method design, the quantitative component identified the prevailing digital parenting styles and analyzed their relationship with pupils’ academic outcomes, while the qualitative component explored the issues and challenges parents encountered in managing their children’s digital activities. The respondents included 25 parents of Grade 5 pupils selected through purposive sampling. Data were gathered through a validated digital parenting questionnaire and semi-structured interviews. Findings revealed that Digital Gatekeeping and Digital Mentoring were the dominant parenting styles among the respondents, reflecting a protective yet communicative approach to managing children’s digital use. Pupils generally performed at satisfactory to very satisfactory academic levels based on the Department of Education’s grading standards. The Chi-Square analysis showed no statistically significant relationship between digital parenting styles and academic performance; however, descriptive trends indicated that pupils with guided and communicative parents tended to perform better academically. Thematic analysis of qualitative data revealed key challenges faced by parents, including limited digital literacy, balancing screen time, poor internet access, and difficulties enforcing online discipline. The study concludes that Filipino parents practice a value-driven form of digital parenting shaped by cultural norms, limited resources, and strong moral concern. It recommends implementing digital literacy and parenting education programs to strengthen parental competence and partnership in promoting responsible technology use and academic achievement.

Keywords: Digital parenting, parental mediation, academic performance, digital literacy, rural education, responsible technology use

DOI: http://doi.org/10.69651/PIJHSS0501826

Recommended citation:
Gumaboy, G. M. (2026). Digital parenting styles and their influence on Grade 5 pupils’ academic performance: Basis for an intervention program. Pantao (The International Journal of the Humanities and Social Sciences) 5 (1), 9251-9270. http://doi.org/10.69651/PIJHSS0501826

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