The Relationship Between Parental Involvement and Academic Achievement of Intermediate Learners

This study aimed to investigate the relationship between parental involvement and the academic achievement of intermediate learners at Kibawe Central Elementary School, Kibawe District, Division of Bukidnon. Guided by Epstein’s Framework of Six Types of Parental Involvement, the research employed a descriptive-correlational design to determine how various forms of parental support—parenting, communicating, volunteering, learning at home, decision-making, and collaborating with the community—affect learners’ scholastic performance. Data were gathered through validated questionnaires administered to 110 Grade 5 and 6 learners and their respective parents. Statistical tools such as mean, standard deviation, and Pearson Product-Moment Correlation Coefficient were utilized to analyze the data. Findings revealed that the level of parental involvement among the respondents was generally high, particularly in terms of communication and learning at home. Moreover, the academic achievement of learners, measured through the general average, was found to be satisfactory. A significant positive correlation was established between the level of parental involvement and academic performance, indicating that increased family engagement contributes to better learner outcomes. The study concludes that fostering stronger partnerships between schools and families is crucial in supporting student success. It is recommended that schools intensify parental involvement initiatives, especially in areas of decision-making and community collaboration, to sustain and improve academic performance.