Author

John Paul F. Pasigay*
Valencia Colleges (Buk.) Incorporated, Hagkol, Valencia City, Bukidnon, Philippines

Abstract

The parental involvement is widely recognized as a critical foundation for student success and a cornerstone of Philippine family values, there remains a lack of empirical research specifically addressing how these support systems influence learner achievement within the Kalilangan East district, Division of Bukidnon. This study bridges that gap by evaluating the relationship between specific forms of parental support ranging from school participation to home-based academic assistance and the academic outcomes of local learners that provide data-driven insights for educational improvement. This study examined how parental support affects the academic performance of 223 Grade 6 learners in Kalilangan East District. Researchers surveyed students and teachers to measure support in six areas: attending school meetings (pahina), providing daily allowances, packing snacks/lunches, supplying school materials, paying fees on time, and helping with homework. The findings showed that both students and teachers rated parental support and student academic performance as “very satisfactory.” When comparing assessments, students and teachers held similar positive views. Statistical analysis revealed a strong connection between student success and two specific types of parental support: active participation in school meetings and helping children with homework. Interestingly, financial support such as providing allowances, snacks, or paying fees on time did not show a significant impact on academic grades. Ultimately, the study identified that regular school attendance by parents, consistent help with home assignments, and smaller household sizes are the strongest factors in predicting better student achievement. The study recommends that parents prioritize attending school events and assisting with schoolwork. It also encourages the government and school officials to promote family planning to maintain smaller, manageable household sizes, as this directly benefits student performance. Collaboration between parents, educators, and local officials remains essential for sustained academic success.

Keyword: Parental involvement, academic achievement, educational partnership.

*Corresponding author / Email: cjala@liceo.edu.ph
DOI: http://doi.org/10.69651/PIJHSS05021048

Recommended citation:
Pasigay, J. P. F. (2026). The impact of parental support to learners’ academic achievement. Pantao (The International Journal of the Humanities and Social Sciences) 5 (2), 2429-2439. http://doi.org/10.69651/PIJHSS05021048

Read the full text

References

Al-Fayed, M. (2022). Library-based literacy programs and their impact on student engagement in primary education. Journal of Global Literacy Studies, 15(4), 210-225. https://doi.org/10.1080/jgls.2022.0944

Al-Mansour, N. S. (2024). Language proficiency and academic achievement: A global perspective on reading comprehension. International Journal of Educational Development, 105, 102-115. https://doi.org/10.1016/j.ijedudev.2024.102115

Albert, J. R. G., Quimba, F. M., & Ramos, A. P. (2018). Profile of learners and their reading performance: Insights from the Philippine basic education system. Philippine Institute for Development Studies (PIDS). https://www.pids.gov.ph/publications/6848

Bautista, M. A., & Bernardo, A. B. (2021). Family literacy practices and their impact on early grade reading achievement in the Philippines. Philippine Journal of Psychology, 54(1), 45-68. https://doi.org/10.1080/00000000.2021.0000000

Carneiro, P., Garcia, K., Salvanes, K. G., & Tominey, E. (2021). Intergenerational mobility and the timing of parental income. Journal of Political Economy, 129(1), 1-45. https://doi.org/10.1086/711124

CENTER FOR PARENT INFORMATION AND RESOURCES. (2022). Parental right to participate in meetings. An article. Retrieved from https://www.parentcenterhub.org/participation/

Dela Cruz, R. P. (2023). School climate and student attachment: A study of Philippine public elementary schools. Philippine Journal of Educational Research, 30(2), 55-72. https://doi.org/10.1017/pjer.2023.008

Department of Education. (2018). Phil-IRI Manual: Revised Edition. DepEd Bureau of Learning Delivery. https://www.deped.gov.ph/2018/01/01/phil-iri-manual

Deslandes, R., & Baril, N. (2021). Parental involvement in school and home-based learning: A review of the literature. Journal of Education and Development, 5(1), 12-25.

International Literacy Association. (2021). Equity in education: The role of school access and resources. ILA Global Research Series. https://literacyworldwide.org/docs/default-source/resource-documents/equity-in-education.pdf

Gomez, A. L. (2025). Socio-economic factors and the transition to literacy in intermediate grades. International Journal of Educational Development, 112, 110-128. https://doi.org/10.1016/j.ijedudev.2025.102345

Gialamas, V., Nikolopoulos, D., & Koutra, K. (2020). Parental involvement in school and its impact on academic achievement: A review. International Journal of Educational Research, 102, 101-118.

Labiste, M. G., Santos, R. C., & Dizon, A. P. (2022). Socio-economic status and literacy development: Evidence from Philippine public elementary schools. Philippine Journal of Education, 101(2), 88-105. https://doi.org/10.1080/pje.2022.203344

LEBARON, A. A.; HOLMES, E.K.; JORGENSEN, B. L.; & BEAND, R.A.(2020). Parental Financial Education During Childhood and Financial Behaviors of Emerging. An article. Retrieved from: https://files.eric.ed.gov/fulltext/EJ1279986.pdf

LLEGO, M. LLEGO, M. A. (2022). Why schools should encourage parental involvement in education. TeacherPH. Retrieved from https://www.teacherph.com/schools-encourage-parental-involvement-education/

Moreeng, B., Mbatha, S., Ntsala, S. A., & Motsoeneng, T. J. (2024). Parental involvement as a convergence of understanding by teachers and parents. Interdisciplinary Journal of Sociality Studies, 4, 1-11.  https://doi.org/10.38140/ijss-2024.vol4.04

NAITE, I. (2021) Impact of Parental Involvement on Children’s Academic Performance at Crescent International School, Bangkok, Thailand. An article. Retrieved from https://iopscience.iop.org/article/10.1088/1755-1315/690/1/012064/pdf

Ramirez, J., & Santos, E. (2024). Designing for engagement: The impact of classroom environment on student attitudes. Educational Spaces Review, 19(1), 12-30. https://doi.org/10.1080/esr.2024.0051

Santos, M. A., & Reyes, J. L. (2023). Home literacy environments and reading performance among Filipino intermediate learners. Journal of Southeast Asian Education, 24(1), 12-28. https://doi.org/10.1017/jsae.2023.04

Schoeman, D. (2021). The culture of reading: Fostering independence and leadership at home. Educational Leadership Quarterly, 12(3), 45-52. https://doi.org/10.1080/elq.2021.0033

Tan, R. L., & Hilario, M. P. (2025). Addressing the literacy gap: Long-term academic trajectories of intermediate learners in public schools. Journal of Philippine Educational Reform, 12(1), 34-58. https://doi.org/10.1080/jper.2025.00123

UNESCO’s International Institute for Educational Planning. (2022). Parental support to learning. An article. Retrieved from https://learningportal.iiep.unesco.org/en/issuebriefs/improvelearning/parental-support-to-learning

UNICEF. (2022). The state of the world’s children: Nurturing the home environment. UNICEF Global Publications. https://www.unicef.org/reports/state-of-worlds-children-2022

Villanueva, S. T., & Cruz, F. A. (2024). Bridge programs and home-literacy connections: A strategy for improving reading comprehension in the Philippines. Asian Journal of Education and Development, 19(2), 112-130. https://doi.org/10.1017/ajed.2024.456