Abstract
The COVID-19 pandemic caused significant disruptions in global educational systems, with long-term impacts on early childhood education. This study examines the role of parental involvement in the academic achievement of Grade One pupils, particularly in the context of remote and hybrid learning models. As schools like San Rafael Elementary School adapted to the challenges of the pandemic, teachers and administrators worked tirelessly to implement learning recovery plans aligned with the Department of Education and the Schools Division Office of Rizal’s initiatives. These efforts aimed to meet the heightened demand for educational support during this unprecedented time. Data was collected through surveys of parents and educators, as well as academic achievement records from the 2022–2023 school year. The results revealed that high parental involvement significantly contributed to improved academic achievement among students, underscoring the vital role of parents in mitigating the challenges posed by remote learning. In contrast, students with limited parental support experienced deeper learning gaps that persisted beyond the pandemic's immediate effects. The study concludes by proposing an intervention program to address these disparities, focusing on equipping parents with the necessary resources and skills to effectively support their children's education.
