Parental Involvement, Strategies and Students’ Academic Performance

Abstract

This study examined the relationship between parental involvement, parental strategies, and students’ academic performance among Grades 4, 5, and 6 pupils of Sta. Barbara Central School, Zamboanga City, during School Year 2025-2026. Using a descriptive–correlational research design, data were collected from 30 pupils and 30 parents through adapted validated questionnaires. Students’ academic performance was obtained from school records. Descriptive statistics, multiple regression analysis, and analysis of variance (ANOVA) were employed. Results revealed very high levels of parental involvement and parental strategies and an outstanding level of students’ academic performance. Regression analysis showed that parental involvement and strategies significantly predicted academic performance, with home-based involvement and parental strategies emerging as the strongest predictors. Significant differences in parental involvement were found when grouped according to socioeconomic status and parental educational background, but not according to school support. The findings emphasize the crucial role of parents in supporting students’ academic success and underscore the need for strengthened home-school partnerships.