Abstract
Parental involvement is essential for student academic success, as learning occurs both at school and home. Research shows that students with engaged parents generally perform better than those with less involved parents. This study used a quantitative-qualitative approach to examine the impact of parental influence on the academic performance of Senior High School students at Saint Mary's University for the 2023-2024 school year. The quantitative approach combined descriptive, comparative, and correlational designs to collect demographic data and analyze the relationship with parental involvement. A qualitative approach utilizing thematic analysis explored factors such as socioeconomic status, communication barriers, and parental support and motivation. Using stratified random sampling, 220 out of 510 Grade 12 students were selected as respondents. However, 13 questionnaires were excluded from the study because they lacked sufficient answers, resulting in a final total of 197 questionnaires. The findings revealed that there was a high parental influence and involvement from the respondents. Moreover, results of having a high parental influence and involvement remained consistent regardless of their sociodemographic profiles. Conversely, it should be noted that these outcomes do not observe significant differences or correlations. While parental engagement provides critical support, its direct effect on academic success is less significant than previously assumed. It is recommended that workshops, meetings, and consistent communication shall be affianced to enhance parental engagement. This approach is believed to encourage parents to actively support their child's academic journey that will redound to increasing motivation and achievement.
