Keywords: Family Support, Peer Networks, Academic Achievement, Parental Involvement, Homeroom Parent-Teacher Program, Learners’ Performance
ABSTRACT
The Philippines’ low global education ranking (Manila Times, 2022) highlights the urgent need for evidence-based strategies to improve student learning. This study examines how family support and peer networks influence learners’ academic achievement to enhance the effectiveness of the Parent-Teacher Program. Using an explanatory sequential mixed-methods design, data were collected from 263 survey respondents and 15 interviewees. Findings show that parental support, characterized by emotional stability, motivation, and guidance, significantly improves academic performance. Positive peer relationships also promote collaboration, shared learning, and encouragement. Conversely, insufficient emotional support and negative peer influence diminish motivation and achievement. Grounded in Bronfenbrenner’s Ecological Systems Theory, the study shows that both family and peers constitute the microsystem shaping student development. These findings highlight the need for a strengthened Parent-Teacher Program that fosters genuine collaboration between home and school, enabling parents and teachers to cultivate supportive learning environments.
1. INTRODUCTION
With the rise of digital media, social networking, and mobile gadgets, learners today are more connected than ever—both online and in person. Filipino learners show diverse learning styles shaped by their identities and experiences in this tech-driven world. However, international assessments have placed their performance among the lowest globally (Haw & King, 2023). The PISA (2022) report and OECD findings emphasize that strong parental support was vital for students’ learning and well-being, while the Department of Education (2019) highlighted the importance of positive peer relationships.
Guided by these insights and observations from Palar Integrated School, this study explores how family and peer support influence the academic achievement of Grade 9 and 10 learners. Using a mixed-method approach, surveys and interviews with students, parents, and teachers revealed how these relationships shape motivation, study habits, and goal setting. The results guided the creation of a Homeroom Parent-Teacher Program designed to strengthen collaboration between home and school, fostering environments that support every learner’s growth and achievement.
