Parental Involvement and Academic Performance of Grade Three Learners

Abstract

This study aimed to determine the level of parental involvement and its relationship to the academic performance of Grade Three learners in a public elementary school in a highly urbanized city in Central Philippines during the school year 2023–2024. Specifically, it examined parental involvement in terms of behavior, cognitive-intellectual, and personal aspects, and identified whether significant differences and relationships existed when grouped according to selected demographic variables. The study utilized a descriptive research design with 160 parent-respondents selected through stratified sampling. Data were collected using researcher-made questionnaire which had undergone validity and reliability testing, and data were analyzed using mean, Mann-Whitney U test, and Spearman rho. Findings revealed that parental involvement across all three dimensions was consistently at a high level, while learners demonstrated satisfactory academic performance. Moreover, no significant differences were found in parental involvement when grouped by age, educational attainment, and family income. Similarly, the relationship between parental involvement and academic performance was not significant, indicating a very weak association between the two variables. Overall, the study concluded that although parents are actively engaged in their children’s education, academic performance is influenced by multiple factors beyond parental involvement alone. This study calls for stronger collaboration between parents and schools by enhancing communication, providing accessible support programs, and addressing other factors that influence students’ academic performance to better improve learning outcomes.