Influence of Socioeconomic Status and Parental Support on the Academic Performance of Grade 6 Learners: A Descriptive-Correlational Study

This study explored how socioeconomic status (SES) and parental support influence the academic performance of Grade 6 learners in the Third Sub-Congressional District of Bohol during the School Year 2025–2026. Using a descriptive-correlational design, data were gathered from 250 learners selected through simple random sampling. A researcher-adapted questionnaire was used to collect information on SES and parental support, while academic performance was based on official school records. The data were analyzed using frequency, percentage, weighted mean, Pearson correlation, and regression analysis. The findings showed that most learners came from low-income families with limited access to educational resources. Despite these challenges, parents were generally highly supportive in terms of emotional, financial, educational, and social aspects. Learners were able to maintain satisfactory academic performance, with an average grade of 86.88. Among the SES factors, parental income was the only variable found to have a significant relationship with academic performance (p < .05). In addition, parental support was found to have a moderate positive relationship with academic achievement (r = 0.501, p < .01). Overall, the study highlights that while financial limitations remain a challenge, strong parental support can make a meaningful difference in helping learners succeed academically.