Abstract
This study examined the relationship between parental involvement in school-initiated intervention and Academic Performance in Impasugong I District, Division of Bukidnon. Specifically, it assessed the level of parental involvement in addressing absenteeism, the academic performance of learners, and whether a significant relationship exists between parental engagement and student performance. A descriptive-correlational research design was utilized, with data collected through a structured survey questionnaire. Mean and standard deviation were used to measure levels of parental involvement and student performance, while Pearson’s correlation coefficient analyzed the relationship between the two variables. Findings revealed that parents were highly involved in school-initiated interventions, particularly in close-door counseling, home visits, and school feeding programs. However, parental engagement in the Adopt-A-Child Program and CFSS promotion was lower, indicating a need for increased awareness and participation. The study also found that students with consistent parental support demonstrated higher academic achievement, while those with frequent absenteeism showed lower performance in comprehension and subject mastery. Statistical analysis confirmed a significant positive relationship between parental involvements, reinforcing the crucial role of parental engagement in improving learning outcomes. The study concludes that enhancing parental participation in school interventions through structured orientation programs, improved communication strategies, and continuous collaboration between parents and educators can lead to better student attendance and academic success. It recommends strengthening school-based initiatives, expanding parental education programs, and implementing targeted interventions to improve student performance further and reduce absenteeism.
