Parental Involvement in Students’ Academic Performance: A Basis for Collaborative Training Program

Leah S. Baron
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Leah S. Baron: Graduate School Program, School of Education, Central Philippine Adventist College Murcia, Negros Occidental, Philippines

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 3s, 3627-3711

Abstract: This study explores the correlation of parental involvement on the academic engagement and performance of Grade 11 students in Seventh-day Adventist (SDA) academies within the Western Visayas region. Using a descriptive-correlational survey approach, the research examines the relationship between various aspects of parental involvement such as support with homework, school event participation, and parent-teacher meeting attendance and students’ academic outcomes. It considers how factors like parental gender, profession, student demographics, and educational background influence these dynamics. Data collection was conducted through a self-developed questionnaire and verified academic records, with statistical analysis using Pearson correlation, t-tests, ANOVA, and moderation analysis. Findings reveal a “moderately high†level of parental involvement, particularly among non-SDA parents, fathers, and professional parents, with financial support (e.g., for school supplies) rated highest. Academic performance showed an outstanding mean GPA of 90.38, with top scores observed among students from SDA Junior High Schools and female students. Results indicate that female students benefit more from parental involvement, and socioeconomic status, educational background, and school environment significantly shape both engagement levels and academic success. The study highlights the importance of gender-sensitive and inclusive strategies to enhance parental involvement, particularly for male students and students from non-professional backgrounds. It proposes collaborative training programs to foster parent-school partnerships, aligning with SDA educational principles to support holistic student development. Recommendations encourage deeper investigation into the impact of socioeconomic and community factors on academic outcomes in faith-based schools.

Date: 2025
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