TITLE

Parental Involvement Dimensions and Academic Achievement of Elementary Learners in San Jose, Antique

AUTHOR

Jennylyn I. Altar
University of Perpetual Help System-DALTA, Las Piñas City, Philippines
Email: jennylynaltar@gmail.com

JOURNAL INFORMATION

QualiSearch Journal of Educational Research and Practice
Volume 2, Issue 3, March 2026
ISSN 3082-5636

DOI

DOI: Pending Crossref registration

ABSTRACT

Parental involvement has been widely recognized as a critical determinant of learners’ academic success, particularly in basic education settings where home–school collaboration plays a foundational role. This study examined the relationship between parental involvement and learners’ academic achievement at Evelio B. Javier Memorial School in San Jose, Antique. Specifically, it analyzed parental involvement across four dimensions: activeness, concern, knowledge, and encouragement, and assessed their association with students’ general academic averages. A quantitative descriptive-correlational research design was employed. Data were collected from 100 grade school parents using a structured survey questionnaire adapted from existing instruments measuring parental involvement. Learners’ academic achievement was obtained through their recorded general averages for the School Year 2024–2025. Descriptive statistics, including mean and standard deviation, were utilized to determine levels of parental involvement and academic performance, while inferential statistics such as Pearson’s correlation coefficient, independent t-test, and one-way analysis of variance were applied to examine relationships and group differences. Findings revealed a moderately high level of parental involvement (M = 3.8), with encouragement registering the highest mean (M = 4.2). Learners’ academic achievement was predominantly within the average range (80–84). A very strong positive correlation (r = 0.93, p = 0.05) was identified between parental involvement and academic achievement, indicating that increased parental engagement is associated with improved learner performance. Significant differences in parental involvement were observed when grouped by income and number of children, while no significant differences emerged across age and sex. These findings underscore the critical role of parental engagement in shaping academic outcomes and provide empirical grounding for targeted school–parent partnership interventions.

Keywords: parental involvement, academic achievement, correlational study, elementary education, Philippines

CITATION (APA FORMAT)

Altar, J. I. (2026). Parental involvement dimensions and academic achievement of elementary learners in San Jose, Antique. QualiSearch Journal of Educational Research and Practice, 2(3).

Corresponding Author

Jennylyn I. Altar (jennylynaltar@gmail.com)

License

This article is licensed under a Creative Commons Attribution 4.0 International License.

Published

March 2026