Parental Involvement And Learners’ Academic Performance

This study examined the relationship between parental involvement and learners' academic performance among Grade 4, 5, and 6 pupils during the School Year 2024–2025. Specifically, it investigated parental involvement in learning facilitation, assessment, motivation, and support, and assessed learners' academic performance for the First and Second Quarters. The study employed a descriptive–correlational research design using purposive sampling and total enumeration. A researcher-made questionnaire was utilized to measure parental involvement, while pupils' academic performance was obtained from school records. Data were analyzed using frequency count and percentage, mean, Mann–Whitney U test, and Spearman's rho. Results revealed that most parent-respondents were older adults, married, with relatively low monthly family income, but had attained college or postgraduate education. Regardless of profile variables, parental involvement in facilitating learning, assessing the child, motivating learning, and supporting education was generally moderate. Learners' academic performance for both quarters was rated Very Satisfactory, indicating favorable academic outcomes. Comparative analysis showed no significant differences in parental involvement across most profile variables, except for support to education, which significantly differed when parents were grouped according to their highest educational attainment. Furthermore, a strong and significant relationship was found between parental involvement and learners' academic performance. The study concludes that parental involvement plays a vital role in enhancing pupils' academic achievement and recommends strengthening school–parent partnerships through targeted parental support and engagement programs. Keywords: Parental involvement; academic performance; elementary learners; learning support; school–home partnership