Parental Involvement as a Predictor of Academic Achievement Among Grade 2 Pupils in P.M. Clar Elementary School
DOI:
https://doi.org/10.7719/irj.v27i1.1041Keywords:
parental involvement, academic achievement, elementary pupils, parental engagement, mixed methodsAbstract
This study investigated the predictive relationship between parental involvement and the academic achievement of Grade 2 pupils in P.M. Clar Elementary School. Guided by Epstein's framework of parental engagement, the research focused on four dimensions of parental involvement: monitoring homework, attending school activities, providing learning materials, and communication with teachers. Employing an explanatory sequential mixed methods design, the study first gathered quantitative data through a validated parental involvement questionnaire administered to parent-pupil pairs, alongside academic records in English, Filipino, and Mathematics. Descriptive statistics, Pearson correlation, and multiple regression analysis were used to determine the strength and significance of relationships between parental involvement and pupil achievement. Results revealed that parental involvement significantly predicts academic achievement, with monitoring homework and communication with teachers emerging as the strongest predictors across subjects. The qualitative phase, conducted through semi-structured interviews with selected parents and teachers, provided explanatory insights into barriers and contextual factors influencing involvement, such as time constraints, resource availability, and school-home collaboration. Integration of quantitative and qualitative findings highlighted that while all dimensions of parental involvement contribute to learning outcomes, consistent monitoring and effective communication are most critical in sustaining pupil performance. The study concludes that strengthening parental involvement programs can enhance academic achievement among elementary pupils. Recommendations include targeted interventions to support parents in homework supervision, improved communication channels between home and school, and capacity-building initiatives to encourage active participation in school activities. These findings underscore the importance of collaborative partnerships between parents and educators in promoting student success.
References
Alias, N. Z., Kamal, S. S. L. A., & Ginanto, D. E. (2024). Theoretical Perspectives on Parental Involvement in Children's ESL Learning: A Systematic Literature Review. Southeast Asia Early Childhood, 13(2), 132-148. https://doi.org/10.37134/saecj.vol13.2.10.2024
Bandura, A. (1977). Social learning theory. Prentice-Hall.
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard university press.
Published
Issue
Section
License
Copyright (c) 2026 Jenecis M. Congreso, Jojie G. Dumangcas, Sittie Maura M. Makapasir
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Open Access. This article, published by JPAIR Multidisciplinary Research, is licensed under a Creative Commons Attribution-Noncommercial 4.0 International (CC BY-NC 4.0). You are free to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material). Under the following terms, you must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. You may not use the material for commercial purposes.
