Abstract
This study examined the impact of parents' involvement on the academic performance of elementary learners at Manubiray Elementary School in Kalilangan, Bukidnon, during the 2024-2025 academic year. Employing a descriptive correlation research design, the study aimed to determine the relationship between parents' involvement in school activities and learners' academic performance. Data were collected from 80 parents of grade 1, 2, and 3 learners using a 20-item survey questionnaire that was adopted. The questionnaire utilized a Likert scale, with responses ranging from "Never Involved" to "Always Involved", to assess the frequency of parental engagement. Academic performance data were obtained from learners' first and second quarter grades, based on DepEd Order No. 8, s. 2015. Statistical analysis included frequency, percentage, mean, standard deviation, and Pearson correlation. The findings revealed a predominantly female parent respondent, with the majority aged 31-42 years and holding a high school education. Parents' involvement was generally "Frequently Involved", with strong engagement in habit formation and provision of school materials, but lower involvement in tutoring. Learners demonstrated strong overall academic performance, with 38.75% achieving "outstanding" grades. A significant, moderate positive correlation (R = 0.440, p = 0.0000) was found between parents' involvement in school activities and academic performance, indicating that increased parental engagement positively influences learners' academic performance. The study concludes that parents' involvement plays a crucial role in enhancing academic performance in elementary learners. Teachers should encourage diverse forms of parental engagement, and schools should create opportunities for parents to participate in school activities, thereby fostering a supportive learning environment.
