Exploring the Relationship of Parental Involvement on the

Academic Performance of Grade 1 Students at Culaylay Elementary

School, San Jose City, Nueva Ecija

Maria Jhelmar R. Vaquilar1, Jaira Mica K. Aliwak2, Kristine G. Mejia3, Sheila P. Sicuan4,
and John Michael Dela Cruz5

1
College of Education - Core Gateway College, Inc., San Jose City, Nueva Ecija, Philippines
2
College of Education - Core Gateway College, Inc., San Jose City, Nueva Ecija, Philippines
3
College of Education - Core Gateway College, Inc., San Jose City, Nueva Ecija, Philippines
4
College of Education - Core Gateway College, Inc., San Jose City, Nueva Ecija, Philippines
5
College of Education - Core Gateway College, Inc., San Jose City, Nueva Ecija, Philippines

Email: [email protected], [email protected], [email protected],

[email protected], and [email protected]

Abstract.This study explores the relationship between parental involvement on the academic
performance of Grade 1 students at Culaylay Elementary School. Using a quantitative research
design, data were gathered through surveys measuring parental involvement and students'
academic performance records. The findings revealed a weak positive correlation between
parental involvement and academic performance, indicating that while parental support plays a
role in students' learning outcomes, other factors may also significantly influence their academic
success. The study highlights the need for a more comprehensive approach to enhancing student
performance, incorporating both parental engagement and additional educational strategies.
Keywords: parental involvement, academic performance, grade 1 students, early education,
student success, teaching strategies

Introduction

Education has been a life-altering factor for a child to redefine his or her future. Parental
involvement is considered an important parameter that helps students become successful
academically and stay involved in school activities. According Moneva, J., & Gonzaga, J.
(2020), indicated that students perform better and are more interested in studies when parents are
more involved in their study process. Similarly, Erdem, C., & Kaya, M. (2020) conducted a
meta-analysis and found a significant positive relationship between parental involvement and
students' academic achievement. Wulandary, D., & Herlisa, H. (2018) also emphasized that
strong school-family-community partnerships enhance students' motivation, engagement, and
overall performance.However, it is not a one-size-fits-all situation; the nature and intensity of
involvement vary based on socioeconomic status, parental education level, and availability of
resources based on the study of Jabar, M., Garcia, J., & Valerio, M. A. (2020).

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 Culaylay Elementary School is a dynamic institution in education that caters to Grade 1
students from various backgrounds. A consideration of the role that parents play would
contribute to designing relevant practices, especially strategies that are meaningful in improving
educational outcomes. According to Gregorović Belaić, Z. (2021), parents' support for their
children, either by helping them with homework, attending meetings in school, or providing a
favorable climate to learn at home, can make a substantial difference in the motivation and
achievement levels of children.

This study explores the relationship between parental involvement on the academic
performance of Grade 1 students at Culaylay Elementary School. Based on the assessment of the
level of parental participation and the corresponding effects on students, it presents its research
as a tool for insights into improving educational strategies and policies that encourage active
parental engagement in schools.

The researchers want to see the results of this study to see the effectiveness of a parent's
involvement in the studies of each student, and how it can affect the performance of students in
school. In this study, the researchers may see the different ways in how parents support their
children, especially in their studies, and how they guide their children. The parental involvement
may affect the children's performance in school, maybe it is bad or good. Parents who actively
support their child when it comes to school it may have a huge impact on the students, their
academic performance may improve, their behavior, how they socialize, and how they think
about their surroundings. The behavior of parents may reflect on the child.

Research Objectives. This study aims to determine the relationship of parental involvement on
the academic performance of Grade 1 students at Culaylay Elementary School, specifically by
assessing the sociodemographic characteristics of the respondents (such as age, sex, educational
attainment, parents' occupation, and monthly income), evaluating the level of parental
involvement in the students' education, analyzing the academic performance of Grade 1 students
during the third grading period of the 2024-2025 school year, and exploring the relationship
between parental involvement and academic performance.

Research Problem. This study aims to investigate the relationship between parental
involvement and the academic performance of Grade 1 students, identifying the ways in which
parents contribute to their children’s education and determining whether their level of
engagement significantly affects learning outcomes. Furthermore, it seeks to explore potential
barriers that prevent parents from actively participating in their children's academic journey
school.

Methods and Procedure

The researcher employed a quantitative, correlational research design to examine the
relationship between parental involvement and the academic performance of Grade 1 students at
Culaylay Elementary School, using a printed survey validated by the research adviser, which

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measured demographic characteristics and parental perceptions of involvement in students'
academic activities through a 4-point Likert scale, with data collected from the total population
of 35 parents through complete enumeration sampling; ethical considerations included informed
consent, privacy, voluntary participation, and responsible use of findings, while the data
gathering procedure involved distributing printed surveys and ensuring confidentiality, and
inferential statistics, specifically the Pearson Correlation Coefficient, were used to determine the
strength and direction of the relationship, with all collected data securely stored for
confidentiality.

Result and Discussion

This section reviews the results and analysis of the quantitative data, the compilation of the
questionnaire, and the results and analysis of the quantitative findings of the study. The findings
are also discussed in the light of previous research findings and available literature, where
applicable, to identify similarities and differences between this study and previous studies and
literature.

Table 1. Socio-Demographic Characteristics of Respondents

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 FREQUENCY
CHARACTERISTICS PERCENTAGE
n=35
Sex
Male 2 5.71
Female 33 94.29
Age
60 – 66 2 5.71
53 – 59 2 5.71
46 – 52 0 0
39 – 45 5 14.29
32 – 38 16 45.71
25 – 31 10 28.57
Mean = 37.47 - 37
SD = 9.62
Parents’ Educational Attainment

Elementary Level 4 11.43

Elementary Graduate 2 5.71

High School Level 8 22.86

High School Graduate 15 42.86

College Level 3 8.57

College Graduate 3 8.57

Parents’ Occupation

Blue–Collar Job 21 60.00

White – Collar Job 5 14.29

No/not Working 9 25.71

Monthly Income

5,000 and below 19 54.28

5,001 – 10,000 8 22.86

10,001 and above 8 22.86

Mean =5,928.8

SD =3,162.54

Sex
The finding that the majority of respondents in the study were female (94.29%) aligns
with several recent studies that emphasize the predominant role of mothers in educational
involvement. Research suggests that mothers are more likely to participate in their children's
academic activities and school-related matters compared to fathers. These findings are further

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supported by research from the Philippines, where studies have shown that mothers are more
involved in their children's education compared to fathers, especially in rural areas (Desforges &
Abouchaar, 2018).
Age
The demographic data indicating that the majority (94.29%) of respondents were female,
with a mean age of 37 years and a standard deviation of 9.62, suggests a relatively homogeneous
group of parents in terms of gender and age. This finding aligns with previous research
highlighting that certain demographic factors, including gender and age, influence the extent and
nature of parental involvement in children's education. For instance, a study by Ding Bo and
Subadrah Madhawa Nair (2020) found that female parents, particularly those in older age
brackets, are more actively engaged in their children's preschool education. Similarly, a 2018
review by Jeynes examined various parental involvement indicators and their relationship with
academic achievement, noting that parents' age and gender can affect their level of involvement
and, consequently, children's academic outcomes.
Parents’ Educational Attainment
Based on the frequency distribution, the parents’ education level of the respondents was
analyzed using six categories of education level, namely, elementary level, elementary graduate,
high school level, high school graduate, college level, and college graduate.
Results show that most parents were high school graduates, with 42.86 percent. This is
followed by high school level with 22.86 percent and elementary level (11.43%). Only 8.57
percent of them have completed a bachelor’s degree. A few (5.71%) mothers did not reach high
school level. This suggests that many mother-respondents were either high school diploma
holders, and a mother had higher educational attainment compared to the fathers of the
respondents. Similarly, a higher level of education among parents, particularly mothers, is
associated with increased involvement in their children’s education, better educational support at
home, and higher academic achievement for the children (Desforges & Abouchaar, 2018).
Parents’ Occupation
This study categorized parents’ occupations such as blue–collar jobs, like construction
workers, farmers, etc., white – collar jobs, like teachers, lawyers, accountants, etc., and those
who or not working. Information gathered revealed that the majority (60%) of the respondents’
parents’ occupation was classified as a blue–collar job, followed by 25.71 percent who were not
working, and the remaining 14.29 percent were classified as white – collar jobs. According to the
findings, it is clear that many parents have blue-collar jobs rather than white-collar jobs. Many of
the students may fall below the poverty line. Similarly, a 2020 study in Esan West Local
Government Area, Nigeria, explored the relationship between parents' educational attainment
and occupational status with students' achievement in English Language. The findings indicated
that parents' occupational status, alongside their educational achievement, significantly affects
students' academic outcomes. The study recommended that parents enhance their education to
positively influence their children's academic success.
Monthly Family Income

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 The monthly family income level was divided into three categories, and indicated that the
average monthly income of the respondents was P5,928.8 and standard deviation of P3,162.54.
The income values of ‘5,000 and below’ had 54.28 percent. Some families have less than or
equal to P5,000 monthly family income, followed by greater than P5,000 but less than or equal
to P10,000 (22.86%) monthly family income. The remaining income values of ‘above 10,001’
had 22.86 percent. This suggests that most of the respondents had a monthly family income ‘less
than or equal to P5,000. Moreover, according to a study by Kim and Hill (2019), parental income
significantly influences the level of educational support that parents can provide. Families with
lower incomes face barriers such as a lack of time (due to working multiple jobs), inability to
afford educational resources, and a lack of social capital to engage with schools. The study also
emphasizes the role of income in shaping a family’s capacity to provide academic support at
home, which is crucial for student success.
Table 2. Mean perception of the respondents regarding their parental involvement with Grade 1 students.
STATEMENT MEAN DESCRIPTION

I often observe my child's schoolwork and assignments. 3.17 Agree

I attend parent-teacher meetings and school programs. 3.29 Strongly Agree

I regularly help my child with their homework and projects. 3.29 Strongly Agree

I communicate regularly with the teacher about the progress of 3.06

Agree
my child.

I encourage my child to read at home. 3.29 Strongly Agree

My child has a quiet and comfortable place to study at home. 3.31 Strongly Agree

I monitor my child's screen time and ensure a balance between 3.34

Strongly Agree
learning and entertainment.

I provide materials like books and flashcards to my child to 2.80

Agree
enhance his or her learning.

My child accomplishes homework and school assignments 3.26

Strongly Agree
within the required time limits.

My child has good grades and positive feedback from the 3.31
Strongly Agree
teachers.

I ensure my child gets enough sleep for better learning. 3.23 Agree

I help my child when they struggle with a subject. 3.37 Strongly Agree

My child is improving in reading and comprehension skills. 3.29 Strongly Agree

My child remembers and applies what they have learned in 3.29

Strongly Agree
school.

I praise my child for their academic achievements 3.51 Strongly Agree

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 Pooled Mean 3.25 Strongly Agree

Legend:
3.25 – 4.00 Strongly Agree
2.50 – 3.24 Agree
1.75 – 2.49 Disagree
1.00 – 1.74 Strongly Disagree
Parental Involvement
Results show that parental involvement of the respondents to Grade 1 students had a
pooled mean of 3.25, described as “strongly agree”. The respondent indicates a high level of
parental involvement in their children's education.
The item, “I praise my child for their academic achievements,” got the highest mean of
3.51, described as “strongly agree”. According to a study by Dweck (2018), praising children for
their academic achievements can build their self-esteem, motivate them to continue working
hard, and reinforce positive learning behaviors. Parental praise helps develop a growth mindset,
where children believe that their abilities can improve with effort, which is a key driver of
academic success. The item “I provide materials like books and flashcards to my child to
enhance his or her learning” got the lowest mean of 2.80, described as “agree”. The result
indicating that parents provide educational materials like books and flashcards, though to a lesser
extent, aligns with findings from research by Epstein (2018), who emphasized that while
providing resources is important, it is not always the most common form of parental
involvement.
Academic Performance of Grade 1 Students (3rd Grading Period S.Y. 2024-2025)
The frequency distribution analysis was based on their grading system in elementary
during the 3rd grading period of School Year 2024 – 2025 as presented in Table 4. Their
academic performance was described as Outstanding (90-100), Very Satisfactory (85-89),
Satisfactory (80-84), Fairly Satisfactory (75-79), and Did not Meet Expectation (Below 75).

Table 3. Grading Scale and Descriptive Equivalent

DESCRIPTIVE EQUIVALENT GRADE SCALE

Outstanding 90 – 100

Very Satisfactory 85 – 89

Satisfactory 80 – 84

Fairly Satisfactory 75 – 79

Did not meet expectation Below 75

Source: DepEd Order No. 8 s. 2015

Table 3.1. Academic Performance of Grade 1 Students

GRADES FREQUENCY PERCENTAGE DESCRIPTIVE RATING

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 91 – 94 4 11.43 Outstanding

87 – 90 4 11.43 Very Satisfactory

83 – 86 6 17.14 Very Satisfactory

79 – 82 6 17.14 Satisfactory

75 – 78 15 42.86 Fairly Satisfactory

Mean = 82.03 Sd = 5.98

The table shows that most students (42.86%) scored 75–78 (Fairly Satisfactory), meeting
minimum passing requirements but needing improvement. 17.14% scored 79–82 (Satisfactory), and
another 17.14% earned 83–86 (Very Satisfactory), showing better performance. 11.43% scored 87–90
(Very Satisfactory), while another 11.43% achieved 91–94 (Outstanding), demonstrating strong mastery.
With a mean grade of 82.03 and a standard deviation of 5.98, the data indicates an overall satisfactory
performance, but with varying levels of achievement. Tomlinson (2019) discusses how differentiation in
instruction is essential to meet the needs of students at various achievement levels, ensuring that those in
the middle or lower performance brackets receive the support they need to progress.
Relationship between Parental Involvement of the Respondents and Academic
Performance of Grade 1 Students
To determine whether the correlation between variables is significant, compare the p-
value to a significant level. The p-value tells whether the correlation coefficient is significantly
different from 0 (Minitab, 2019).
Table 4. Significant Relationship between Parental Involvement of the Respondents and Academic
Performance of Grade 1 Students
ACADEMIC
INDICATOR r -value p-value
PERFORMANCE

Parental Involvement Academic Performance .19 .269

*Correlational at the level of 0.05 (two-tailed)

This table presents the statistical relationship between parental involvement and the academic
performance of Grade 1 students. The computed r-value is 0.19, indicating a weak positive
correlation, meaning that as parental involvement increases, academic performance tends to
increase slightly as well. However, the p-value is 0.269, which is greater than the significance
level (α = 0.05). As a result, the null hypothesis is accepted, indicating that the relationship
between parental involvement and academic performance is not statistically significant. This
means there is insufficient evidence to conclude that parental involvement alone has a
meaningful effect on the academic performance of the students in this study. This finding aligns
with Desforges and Abouchaar (2018), who argued that while parental involvement is often
associated with better educational outcomes, the connection is not always strong or direct. Other
factors such as student motivation, teaching quality, and the home learning environment may
play a more influential role in student achievement.

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Conclusion
Based on the result of our study, the following conclusion were drawn: The socio-
demographic data reveal that the majority of the respondents are female (94.29%), with a mean
age of approximately 37 years. Most parents fall within the 32–38 age range (45.71%),
indicating that the respondents are primarily in their early to mid-adulthood. In terms of
educational attainment, a large portion are high school graduates (42.86%), while only a small
number have completed college (8.57%). The leading occupation among parents is blue-collar
work (60%), and a significant number of respondents reported a monthly income of ₱5,000 and
below (54.28%), with an average income of ₱5,928.80. These findings suggest that many Grade
1 students at Culaylay Elementary come from low-income households with moderately educated
parents who are actively contributing through labor-intensive work. This background provides
important context for understanding the level and nature of parental involvement in their
children's education. Based on the perception of the respondents regarding their parental involvement with
Grade 1 students the results indicate a high level of parental involvement among the parents of
Grade 1 students at Culaylay Elementary School, San Jose City, Nueva Ecija, as shown by the
pooled mean of 3.25, interpreted as "Strongly Agree." Most parents reported actively
participating in various aspects of their children's education, such as attending school activities,
helping with homework, monitoring screen time, and providing a supportive home learning
environment. These findings suggest that the majority of parents are highly engaged and
committed to their child's academic growth and overall development, which can positively
influence student performance in school. The academic performance of Grade 1 students at
Culaylay Elementary School reflects a generally satisfactory level, with a mean grade of 82.03.
However, the distribution of scores reveals varying levels of achievement, as the largest group of
students (42.86%) scored within the 75–78 (Fairly Satisfactory) range, indicating that many are
just meeting the minimum academic requirements and would benefit from additional support. A
smaller portion of students demonstrated higher performance, with 17.14% achieving Very
Satisfactory (83–86) and another 11.43% reaching Outstanding (91–94). And based on the
relationship of the parental involvement on the academic performance of grade 1 students at
Culaylay elementary school, the analysis reveals a weak positive correlation (r = 0.19) between
parental involvement and the academic performance of Grade 1 students at Culaylay Elementary
School. However, the p-value of 0.269 exceeds the standard significance level of 0.05, indicating
that the correlation is not statistically significant. Therefore, the study concludes that parental
involvement alone does not have a meaningful impact on students' academic performance within
this sample.
Recommendation
Based on the findings of the study, it is recommended that Culaylay Elementary School
provide additional support for students performing at the Fairly Satisfactory level by
implementing remedial programs or academic interventions. Strengthening the collaboration
between teachers and parents through workshops or training on effective home learning
strategies can help make parental involvement more impactful. Given the low-income status of
many families, the school may also consider partnering with local agencies or organizations to
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offer educational resources and support. Teachers are encouraged to apply differentiated
instruction to better address the varied learning needs of students. Lastly, future research should
explore other potential factors influencing academic performance, such as student motivation,
teacher effectiveness, and home learning conditions to gain a more comprehensive understanding
and develop targeted interventions for student success.

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