Parental Involvement: Its Effect to Academic Performance of Grade 1 Pupils

Janet A. Ruiz & Rebecca T. Barrios

Volume 1 Issue 1 July 2023

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https://doi.org/10.53378/

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Abstract

The study aimed to find out how parents’ involvement affected the academic performance of the first-grade pupils during the school year 2021-2022 using correlational method. The modified version of Leander and Fabella’s (2020) Family Participation Questionnaire was used to quickly, easily, and accurately measure how involved parents are in their child’s schooling. Spearman’s Rank Correlation was used to find out how important the link was between parental involvement and pupils’ academic performance. The result of the study showed that the first graders were doing adequately well academically. The parents were also involved to a moderately high degree in their children’s academic lives, both at home and in the classroom. However, the parental involvement does not affect academic performance as there is no significant relationship recorded between parental involvement and academic performance. Since academic performance is weighted through written works, performance tasks, and quarterly assessment, it follows that effort by schools to increase parental involvement will have only a small effect on how well the pupils perform in school and how efficiently the school operates. It is still essential to improve parental participation in schools because families from higher socio-economic backgrounds are more likely to be actively engaged in their children’s education when given the opportunity to make their own choices. A program for teachers and parents was created to better prepare them to include parents in their pupils’ learning processes. In addition, parents and teachers may work together to assist a child’s education by holding regular meetings, exchanging information, and even visiting each other’s home.

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Cite this article:

Ruiz, J.A. & Barrios, R.T. (2023). Parental Involvement: Its Effect to Academic Performance of Grade 1 Pupils. Industry and Academic Research Review, 1 (1), 379-384.