Parental Involvement and Learners’ Academic Performance on the Implementation of Reading: A Basis for a Proposed Enhanced Intervention Program

Abstract

This study determined the level of parental involvement and its relationship to the academic performance of Grade 2 learners in the Tuao East District for the School Year 2023-2024. Utilizing a quantitative-descriptive and correlational research design, data were gathered from 65 parents across three elementary schools using a survey questionnaire based on Epstein's framework. Findings revealed that the parent-respondents, predominantly high school graduates with blue-collar jobs and low monthly income, demonstrated a high level of involvement across all domains: parenting, communicating, volunteering, learning at home, decision-making, and collaborating with the community. Their children exhibited a "Very Satisfactory" academic performance. Statistical analysis using Chi-Square showed a significant relationship between certain socio-demographic profiles (occupation, income, and reading materials at home) and specific dimensions of involvement. However, no significant relationship was found between the overall level of parental involvement and the learners' academic performance. Despite facing minimal challenges, the results indicate a disconnect between the effort expended and the academic outcomes, suggesting that the quality of involvement may be more critical than its frequency. Based on these findings, an enhanced intervention program is proposed to maximize the impact of parental involvement on reading implementation and student achievement.