Stakeholders’ Involvement and Learners’ Academic Performance

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{"abstract":"This study examined the relationship between stakeholder involvement and learners’ academic performance in the context of the new curriculum, specifically within the San Fernando I District, Division of Bukidnon, for the School Year 2024–2025. The investigation focused on how the level of implementation of stakeholder participation in both curricular and co-curricular activities influences elementary learners’ academic outcomes. Guided by Lev Vygotsky’s Socio-Cultural Theory of Learning, the study emphasized the critical role of social interaction, cultural context, and collaborative engagement in shaping educational experiences. Employing a descriptive-correlational research design, data were gathered from 120 teachers selected through purposive sampling across nine public elementary schools. A researcher-made, validated questionnaire assessed the extent of stakeholder involvement and corresponding learner academic performance. Statistical tools such as mean, standard deviation, frequency counts, percentage, and Pearson's Product-Moment Correlation Coefficient were used for data analysis. Findings revealed that stakeholder involvement in curricular and co-curricular activities was generally rated from high to very high. However, learner performance predominantly fell within the \"Satisfactory\" and \"Very Satisfactory\" categories, with no learners achieving \"Outstanding\" performance. Interestingly, a statistically significant but weak negative relationship was found between stakeholder involvement—particularly in academic contests and school-wide operational activities like Brigada Eskwela and PTA meetings—and learners’ academic performance. This result suggests a potential misalignment between stakeholder activities and academic objectives. The study concludes that while stakeholders are actively engaged, their involvement does not necessarily translate into improved academic achievement. It recommends that schools re-evaluate stakeholder engagement practices to ensure they are strategically aligned with instructional goals and learner outcomes. Further research is encouraged to explore the qualitative aspects of stakeholder participation to identify the most impactful practices.","abstract_source":"original","authors":["Charrybel Manlicupan","Lutchie Ducot"],"date":"2026-05-31","doi":"10.70838/pemj.570404","id":7992,"issue":4,"journal":{"issn":"2822-4353","name":"Psychology and Education: A Multidisciplinary Journal"},"pdf_sha256":"03b6073517a866db99bcdc53909cd9fe7f516d41196f5f7b9f3ca17137ee73c4","schema":"scimatic-article/1","title":"Stakeholders’ Involvement and Learners’ Academic Performance","volume":57}

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1. The record, from the token's own metadata:

printf '%s' "$(curl -s https://scimatic.org/nft/articles/7992.json | jq -r .canonical_record)" | sha256sum

2. The hash stored on chain (contentHash(7992)):

curl -s https://rpc.scimatic.net -H 'content-type: application/json' \
  -d '{"jsonrpc":"2.0","id":1,"method":"eth_call","params":[{"to":"0x0E596B4bb924937aA35D9b342A90347ed6F05eF8","data":"0xf3e0c2900000000000000000000000000000000000000000000000000000000000001f38"},"latest"]}'

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