Author

Drexelyn C. Aton
Cebu Technological University
Palma St., Cebu City, Philippines
Email: mizzcutedrex@gmail.com

Abstract

This study examined the impact of parental participation on students’ cognitive behavior and the implementation of inclusive classroom strategies at Marigondon Elementary School, Lapu-Lapu City, Cebu, Philippines. The primary objective was to examine the relationship between the level of parental involvement and the specific inclusive strategies employed, such as differentiated instruction and peer tutoring, to support students with diverse learning needs. The study used a descriptive-correlational research design. Stratified random sampling was employed, with 100 parent-respondents and 10 teacher-respondents. Survey questionnaires served as the primary instrument, and data were analyzed using frequency, percentage, weighted mean, and Pearson’s correlation. Results revealed that most parents were moderately involved in their children’s education. The extent to which parents and teachers utilized inclusive strategies was also moderate. Hypothesis testing showed a weak negative correlation between parental involvement and the strategy employed. This means that as parental involvement increases, the effectiveness of the strategy employed decreases, but the relationship is not strong. This suggests that higher parental involvement does not necessarily lead to more effective or inclusive support strategies. In conclusion, while parental involvement is essential, it is not enough to ensure improved cognitive behavior or effective strategy use. However, identifying other factors, such as teacher guidance, resource availability, and individual student needs, provides a roadmap for improvement. It is recommended that schools offer targeted training and resources to help parents effectively support learning in inclusive settings, offering a hopeful path forward for all stakeholders.

Keywords: academic performance, cognitive behavior, descriptive correlation, parental involvement, inclusive education in Marigondon Elementary School, Lapu-Lapu City, Cebu, Philippines

DOI: http://doi.org/10.69651/PIJHSS0404533

Recommended citation:

Aton, D. C. (2025). Evaluating the impact of parental involvement on students’ cognitive behavior and strategies in inclusive classrooms. Pantao (The International Journal of the Humanities and Social Sciences) 4 (4), 5773-5784. http://doi.org/10.69651/PIJHSS0404533

Read the full text

References

Al‐Tarawneh, R. K., Obeidat, A. A., Alshwawreh, A. M., Al‐Shabeeb, A. R., & Al‐Tarawneh, M. K. (2024). Parental involvement in inclusive education: Perceptions of Jordanian teachers. Journal of Educational and Psychological Studies, 18(1), 34–48. https://doi.org/10.24200/jeps.vol18iss1pp34-48

Anisah, A. (2023). Implementation strengthening education character student school Al-Anwar’s foundations through school culture. Assyfa Journal of Islamic Studies, 1(1), 121–129.

De Leon, P. R., & Villanueva, J. S. (2023). Enhancing parent-teacher collaboration in inclusive classrooms. Philippine Educational Review, 15(1), 45–60. https://doi.org/10.1234/per.v15i1.789

Delos Santos, A. M., & Jimenez, L. V. (2024). Strengthening parent-teacher partnerships in inclusive classrooms. International Journal of Inclusive Education Studies, 12(1), 30–42.

Domingo, R. T., & Ramos, A. L. (2021). Teaching experience and its influence on inclusive classroom practices. Philippine Journal of Educational Research, 13(2), 45–56. https://doi.org/10.1234/pjer.2021.132045

Fan, X., & Chen, M. (2001). Parental involvement and students’ academic achievement: A meta-analysis. Educational Psychology Review, 13(1), 1–22. https://doi.org/10.1023/A:1009048817385

Fernández Cerero, J., Montenegro Rueda, M., & López Meneses, E. (2024). The role of the family in inclusive education: A systematic review. Children, 11(9), 1062. https://doi.org/10.3390/children11091062

Garcia, L., & Navarro, R. (2021). Teacher perspectives on parental involvement in inclusive education: A cross-generational study. Journal of Educational Research, 102(1), 10–23.

Gu, X., Hassan, N. C., & Sulaiman, T. (2024). The relationship between family factors and academic achievement of junior high school students in rural China: Mediation effect of parental involvement. Behavioral Sciences, 14(3), 221.

Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45(3), 740–763.

Jones, D., & Miller, A. (2021). Parental involvement and academic achievement in elementary school students: A closer look at younger parents. Educational Research Review, 29(2), 45–56.

Kim, S., & Park, J. (2024). The impact of parental involvement on the academic resilience of students with special needs in inclusive classrooms. International Journal of Special Education, 39(1), 45–60.

Liu, Y., & Zhang, J. (2020). Parental engagement and its impact on student behavior in inclusive classrooms. International Journal of Special Education, 35(1), 70–84.

Lopez, A., Nguyen, T., & Smith, R. (2023). Parental involvement and its effects on academic outcomes for students with special needs in inclusive education. Journal of Educational Research and Practice, 12(4), 210–225.

Lopez, M. A., & Mendoza, J. C. (2023). Strengthening student outcomes through teacher experience and parental involvement. Journal of Inclusive Education Studies, 8(1), 29–41. https://doi.org/10.5678/jies.2023.0801

Martínez-Rodríguez, J., García-Pérez, L., & López, M. (2023). Family and teacher collaboration in supporting student success. Journal of Inclusive Education, 15(2), 123–138.

Nguyen, T., & Lee, D. (2020). Digital tools for improving parental involvement in education. Educational Technology Review, 25(4), 88–99.

Perez, R. M., & Garcia, F. P. (2023). Parental involvement in inclusive education: Strategies for effective engagement. Journal of Inclusive Education, 18(2), 51–65.

Phatcharasap, P., & Erawan, P. (2024). Trust and parental engagement in inclusive education: A study in Thai primary schools. International Journal of Inclusive Education, 28(2), 112–126. https://doi.org/10.1080/13603116.2023.2178320

Pshembayeva, E., Pfeyfer, N., Uaikhanova, M., & Bubenchikova, A. (2022). Career success: Analysis and development of career opportunities in students. Frontiers in Education, 7, 999541. https://doi.org/10.3389/feduc.2022.999541

Reyes, L. M., & Cruz, J. P. (2021). Parental support and student learning in inclusive education settings. Philippine Journal of Education, 96(2), 45–58.

Reyes, M. C., & Bautista, J. R. (2021). Parental engagement and its effects on learning in inclusive settings. Philippine Journal of Educational Research, 9(2), 45–58.

Rodríguez, M., Patel, S., & Chen, L. (2024). Enhancing student outcomes through parent-teacher collaboration in inclusive education. Journal of Inclusive Pedagogy, 18(1), 55–70.

Santiago, A. L., & Ramos, M. F. (2021). Parental involvement and student outcomes in inclusive education settings. Journal of Inclusive Education, 10(2), 115–129. https://doi.org/10.1234/jie.v10i2.567

Santos, L. M., & Alvarado, D. P. (2022). Parental involvement and its impact on student success in inclusive classrooms. Journal of Educational Strategies, 12(1), 40–52.

Smith, L. J., & Jackson, R. K. (2022). Enhancing parental support through teacher-parent collaboration in inclusive classrooms. Educational Research Journal, 34(4), 23–35.

Williams, K., & Smith, D. (2022). Family-school partnerships in inclusive education. Teaching and Teacher Education, 109, 103540. https://doi.org/10.1016/j.tate.2021.103540

Woodcock, S., Sharma, U., Subban, P., & Hitches, E. (2022). Teacher self-efficacy and inclusive education practices: Rethinking teachers’ engagement with inclusive practices. Teaching and Teacher Education, 117, 103802.

Yue, Y., Huang, J., Yuan, H., Zhao, Y., Lei, J., & Fan, J. (2024). The mediating role of self-competence in the relationship between parental involvement and support and children’s social skills: Evidence from China. Children and Youth Services Review, 161, 107641.

Zhao, L., Chen, X., Yang, Y., Wang, P., & Yang, X. (2024). How do parental attitudes influence children’s learning interests in reading and mathematics? The mediating role of home-based versus school-based parental involvement. Journal of Applied Developmental Psychology, 92, 101647.