World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue III (March 2026), pp.128-135
LILIBETH C. FERMO
Teacher VI, MAED
Macarthur Elementary School, Monreal Masbate
Abstract
Children’s academic achievement is not only influenced by teachers and schools but also by the active involvement of parents in their education. Parental involvement plays a significant role in supporting children’s early academic development, particularly in foundational skills such as numeracy and literacy. This study examined the role of parental involvement in enhancing the numeracy and literacy skills of Grade 2 pupils at Macarthur Elementary School in Monreal, Masbate, Philippines. Specifically, it investigated the parents’ demographic profile, the level of parental involvement in various educational activities, the academic performance of pupils in numeracy and literacy, and the relationship between parental involvement and pupils’ academic achievement.
The study employed a descriptive–correlational quantitative research design. Data were collected using a structured survey questionnaire adapted from validated sources to measure parental involvement in six areas: parenting, communication, volunteering, learning at home, decision-making, and collaboration with the community. Academic performance was determined using pupils’ official grades in Mathematics and English. The respondents consisted of 23 parents or guardians of Grade 2 pupils, selected through convenience sampling. Statistical tools including frequency, percentage, mean, standard deviation, and Pearson Product–Moment Correlation Coefficient (Pearson r) were used to analyze the data.
The findings revealed that most parents belonged to low to middle-income households, with many engaged in manual or irregular employment and possessing limited formal education. Despite these socioeconomic conditions, parents demonstrated moderate to very high levels of involvement in their children’s education, particularly in parenting, communication, volunteering, and decision-making. However, involvement in learning-at-home activities was only moderate. The academic performance of the pupils was generally very satisfactory, with weighted mean scores of 86 in Mathematics and 87.17 in English, indicating that learners met the expected competencies for their grade level.
However, the correlation analysis revealed no statistically significant relationship between the level of parental involvement and pupils’ academic performance (r = -0.15, p = 0.494). These findings suggest that while parental involvement remains an important support mechanism, other factors such as instructional quality, learning environment, and student motivation may also influence academic outcomes. The study recommends strengthening home–school partnerships and parent education programs to enhance effective parental support for children’s learning.
Keywords: Parental Involvement, Numeracy Skills, Literacy Skills, Academic performance, Elementary Education, Home–School Partnership
https://doi.org/10.65494/pinagpalapublishing.173
