The Relationship of Parental Involvement to Students’ Academic Performance in School

Myline L. Quimpang, Dr. James L. Paglinawan and Gemma A. Quimpang
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Myline L. Quimpang: Maed-Elementary Teacher Central Mindanao University professor
Dr. James L. Paglinawan: Maed-Elementary Teacher Central Mindanao University professor
Gemma A. Quimpang: Maed-Elementary Teacher Central Mindanao University professor

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 5, 3768-3771

Abstract: Parental involvement is widely recognized as a crucial factor in enhancing students’ academic performance. Despite this, many schools continue to face challenges in fostering effective partnerships with parents, particularly in balancing home-based and school-based engagement. The main objective of the study is to examine the relationship between different forms of parental involvement and students’ academic performance, addressing the gap in understanding which aspects of involvement are most influential in the Philippine context. A quantitative research design was employed, utilizing survey questionnaires to gather data from parents regarding their involvement in their children’s education. The study measured three sub-variables of parental involvement: home-based involvement, school-based involvement, and communication and expectation. The overall mean for parental involvement was found to be high (M = 4.42), with home-based involvement rated highest (M = 4.50) and school-based involvement lowest (M = 4.34). The result reveal that parents are most engaged in supporting their children at home, while participation in school activities is less frequent. This pattern suggests that while home-based support is highly practiced and beneficial, barriers may exist that limit school-based involvement. The implications of these results underscore the need for schools to create more accessible opportunities for parental engagement beyond the home, as well as to continue supporting parents in their home- based roles. Strengthening both forms of involvement can contribute to improved academic outcomes for students.

Date: 2025
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