Author

Charimie A. Sappa
Katabbogan Elementary School
Pinukpuk, Kalinga, Philippines
Email: charimie.padios@deped.gov.ph

Abstract

This study examined the influence of family-related factors on the academic performance of elementary learners. Specifically, it investigated the relationship between learners’ academic achievement and selected family variables, namely parental involvement, socio-economic status, and home environment, as well as personal characteristics. A descriptive survey-correlational research design was employed, utilizing structured questionnaires administered to 55 elementary pupils. Quantitative data were analyzed using frequency counts, percentages, weighted means, and Pearson correlation to determine the relationships between the variables. The findings revealed that parental involvement, socio-economic support, and a conducive home environment significantly and positively correlated with learners’ academic performance. Among these factors, the home environment showed the strongest influence, highlighting the importance of structured study routines, emotional support, and minimal distractions in promoting effective learning. In contrast, personal characteristics such as sex, birth order, number of siblings, and parents’ educational attainment did not show a significant relationship with academic achievement. The study also found that learners’ academic performance was generally satisfactory, with a mean General Weighted Average of 83.75. Based on these findings, the study proposed “FAMILY ENGAGE: Strengthening Family Involvement and Home Support for Academic Excellence,” an intervention program aimed at empowering parents and guardians, enhancing home support systems, and providing practical strategies to improve learner achievement. The program emphasizes workshops, seminars, parental engagement activities, and provision of learning resources to foster a supportive family environment that positively impacts academic outcomes. The results underscore the pivotal role of family engagement in elementary education and provide a framework for parents, educators, and policymakers to enhance learners’ academic success.

Keywords: Academic performance, parental involvement, home environment, socio-economic status, elementary learners, family engagement

DOI: http://doi.org/10.69651/PIJHSS0501828

Recommended citation:
Sappa, C. A. (2026). The influence of family factors on the academic performance of elementary pupils. Pantao (The International Journal of the Humanities and Social Sciences) 5 (1), 9291-9305. http://doi.org/10.69651/PIJHSS0501828

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