Author

Jenevie C. Domingo*
Northeastern College, Santiago City, Isabela, Philippines

Abstract

Science education plays a vital role in developing learners’ critical thinking, problem-solving abilities, and scientific literacy necessary for academic and lifelong success. Despite the recognized importance of parental involvement in academic performance, limited studies have examined its relationship with Science achievement among Grade 6 learners in rural and semi-urban school settings such as St. Joseph College of Baggao. This study determined the relationship between parental involvement and Science achievement among Grade 6 students during the Academic Year 2025–2026. Using a descriptive-correlational research design, data were gathered from 44 Grade 6 students through a researcher-made questionnaire. Statistical tools used included percentage, weighted mean, ranking, and t-test. Findings revealed that parental involvement in terms of home support, encouragement and motivation, and school-related participation was consistently high. However, students still encountered moderately serious school-related challenges, particularly in lesson pacing and limited hands-on Science activities. The study also found no significant difference in perceptions of parental involvement when respondents were grouped according to sex. Overall, the findings suggest that strong parental involvement is positively associated with improved Science learning and academic performance.

Keywords: Parental involvement, Science achievement, Grade 6 learners, Science education, home-school partnership.

*Corresponding author / Email Address: jenevie25domingo@gmail.com
DOI: http://doi.org/10.69651/PIJHSS05021127

Recommended citation:
Domingo, J. C. (2026). Relationship between parental involvement and science achievement of Grade 6 learners. Pantao (International Journal of the Humanities and Social Sciences) 5 (2), 3810-3816. http://doi.org/10.69651/PIJHSS05021127

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