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Abstract
Alternative Delivery Modes (ADMs) in education aim to address barriers and broaden access to learning opportunities beyond traditional classroom settings. This study examined the relationship between parents' demographic profiles and their levels of understanding, support, and perceptions of ADM effectiveness regarding their children's academic performance in Mathematics. A descriptive-correlational research design was employed using a survey questionnaire and an achievement test. The sample consisted of 270 respondents selected through stratified random sampling from General Climaco National High School, Division of Toledo City, for the school year 2024–2025. Data were analyzed using percentages, frequency counts, weighted means, and Pearson's r correlation to determine significant relationships. Findings revealed that parents generally demonstrated a high level of understanding, support, and positive perception of ADM effectiveness. Most were middle-aged mothers who actively fostered supportive home learning environments. While parental involvement positively influenced students' academic performance, its effect was limited, indicating that other factors also contributed to achievement. Results further showed a weak but significant relationship between parents' understanding, support, and perception of ADM effectiveness and their children's Mathematics performance. The study recommends implementing the proposed Intervention Plan: Enhancing Math Achievement Through Homeschool Collaboration in ADM, to strengthen teacher-parent collaboration and improve students' performance in Mathematics.
