Investigating the Influence of Parental Engagement on Academic Achievement of Junior High School Students in Science
Year: 2024
Type: article
Abstract: Parental engagement influences students' academic achievement, especially in demanding areas such as science. This study investigated the correlation between parental engagement and the academic achievement in science of junior high school students at St. Joseph College-Olongapo, Inc. The objective was to measure parental participation, assess pupils' science proficiency, and ascertain the relationship between the two variables. The study utilized a descriptive-correlational design. A standardized questionnaire was distributed to parents and students, and the responses were evaluated utilizing SPSS. Descriptive statistics, Pearson correlation, and regression analysis were utilized to analyze the data. The findings indicated that parental participation (M = 4.01) and students' academic success (M = 3.91) received favorable evaluations. A robust and statistically significant link was identified (r = 0.823, p = 0.003), demonstrating that parental involvement substantially affects students' performance. The regression model indicated that parental participation accounted for 67.7% of the variance in academic success. These findings validate the significance of Epstein's Framework of Parental Involvement and Bandura's Self-Efficacy Theory. Parental support bolsters kids' self-efficacy and Motivation, positively influencing their success in science. The report advocates for deliberate parental engagement initiatives to enhance home-school collaboration and elevate student performance in science. Keywords: parental engagement, academic achievement, science education, middle school, Epstein's framework, self-efficacy, home-school collaboration, correlation analysis, regression analysis.
Authors: Agapito, Argyle Kaye B., Bugarin, Mary Joy V., Fuñe, Evelyn G., Alba, Rodelio M.
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7076438637
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