Influence of Parental Involvement on learners’ learning process at Jolo II District, Division of Sulu: Teachers’ Perspectives
Year: 2025
Type: article
Study design: Observational Study
Abstract: The research study entitled “Influence of Parental Involvement on Learners’ Learning Process at Jolo II District, Division of Sulu: Teachers’ Perspectives” aimed to explore the impact of parental involvement on students’ learning processes as perceived by teachers. The study examined the demographic profile of teacher-respondents, including their gender, age, educational attainment, and length of service, as well as the level of influence of parental involvement on the learners’ learning process. The research also looked into whether there were significant differences in the perceived influence based on demographic characteristics and whether there were correlations among the subcategories of parental involvement. Adopting a descriptive quantitative research method, the study was conducted in eight schools in the Jolo II District, Division of Sulu, during the 2024-2025 school year. The study involved 100 teachers, chosen through purposive sampling to ensure they possessed relevant characteristics for the research. The study found that the majority of respondents were female, with most teachers aged between 30-39 and 40-49, over half holding a baccalaureate degree, and nearly half having 11 or more years of service. Teachers generally agreed on the positive influence of parental involvement in communication with the school, academic support at home, school involvement, and monitoring and support. Furthermore, no significant difference was found in the perceived influence based on demographic profiles, though a significant correlation was observed among the four subcategories. Based on these findings, the study recommends enhancing parental engagement programs to further improve the positive influence of parental involvement on students’ academic performance.
DOI: 10.62596/kta1c328
Author: Hanne Kreesha Joy Jimlan
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4407763814