Abstract
Parents are essential partners in fostering young children's early educational development. This study investigated the relationship between parental involvement and the academic performance of kindergarten learners in Impasugong I District during the 2024–2025 school year. A total of 283 parents participated, most of whom were married (68.2%), aged 21–30 (45.2%), female (93.3%), and had 1–3 children (82.69%). In terms of education, 55.8% reached or completed the secondary level, 24% attained a college degree, and 15.9% completed only elementary education. Parental involvement was measured in both home-based and school-based settings, with mean scores of 4.54 and 4.28, respectively—both indicating "Always Involved." Learners' performance was predominantly at the "Developing" level across six domains, notably in Language, Literacy, and Communication (64%) and Cognitive Development (47.7%). ANOVA and t-tests revealed no significant differences in parental involvement by civil status, age, or sex. However, educational attainment had a significant effect on home-based involvement (p = 0.043), and the number of children significantly influenced school-based involvement (p = 0.015). Pearson correlation analysis revealed very weak relationships between parental involvement and most learning domains, except for Cognitive Development, which exhibited a weak positive correlation (r = 0.223, p < 0.001) in both home- and school-based settings. Findings suggest that while parental involvement is high, its direct statistical influence on most developmental areas is minimal, highlighting the role of other educational factors. The study recommends strengthening home–school collaboration and implementing targeted interventions to support cognitive and creative development.
