Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 47 no. 10 (2025)

Parental Involvement on Academic Achievement Among Grade 10 Students at Can-Avid National High School

Rea Calzado | Helen Morallos | Neil Rose Barros | Judy Ann Espuelas | Jayson Alfon | France Aiza Robin | Jansen Dabuet | Cesnero Diolola Jr | Mergelyn Montallana | Zhanina Kaye Pomida

Discipline: Education

 

Abstract:

This study examined the level of parental involvement and its correlation with the academic achievement of Grade 10 students at Can-avid National High School during the 2024–2025 school year. Grounded in Epstein's Framework of Parental Involvement and supported by sociocultural and motivational learning theories, the study aimed to assess parental engagement in three key areas: academic support, emotional and motivational support, and school-related engagement. A descriptive-correlational research design was employed, utilizing a validated Likert-scale survey and students' General Weighted Averages (GWA) to gather data from 260 students and their parents. Findings revealed that parental involvement was high in academic (M = 4.07) and emotional support (M = 4.13), while moderate in school-related engagement (M = 3.67). Students demonstrated satisfactory academic achievement (Mean GWA = 89.94). Pearson correlation analysis indicated a moderate positive relationship between academic support (r = 0.52) and emotional support (r = 0.47) with academic achievement, while school-related engagement showed a weak but positive correlation (r = 0.39). The study concludes that academic and emotional forms of parental involvement significantly contribute to students' academic performance. It recommends strengthening home-based support strategies and expanding flexible communication channels between parents and schools to enhance overall student success.



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