Parental Engagement and Home Learning Environment as Predictors to Academic Performance
DOI:
https://doi.org/10.65339/ijsair.V2.I3.737Keywords:
Academic Performance, Educational Management, Home Learning Environment, Multiple Regression, Parental Engagement, Pearson R, Predictive Correlational Design, Quality EducationAbstract
This study examined parental engagement and the home learning environment as predictors of the academic performance of Grade 5 and Grade 6 learners in Laak South District, Laak, Davao de Oro. It was anchored on Ecological Systems Theory, Sociocultural Theory, and the Theory of Overlapping Spheres of Influence, which collectively emphasize the role of family, home, school, and social interaction in learners’ academic development. The study employed a descriptive-predictive correlational research design using modified survey questionnaires and students’ second-quarter general average grades. The respondents were 300 Grade 5 and Grade 6 learners aged 10 to 12 years old, selected through stratified random sampling from an estimated population of 1,850 learners. The instruments measured parental engagement in terms of parental educational acculturation, parental support, parental home scholastic relations, and parental stewardship, while the home learning environment was measured through parent-child interactions and learning materials. Mean, standard deviation, Pearson’s r, and multiple regression were used to analyze the data. The findings showed that parental engagement was high, with parental support receiving the highest rating among its indicators. The home learning environment was also high, with parent-child interactions rated higher than learning materials. Students’ academic performance was moderate, with an overall mean of 84.77, indicating satisfactory academic achievement. Significant positive relationships were found between parental engagement and academic performance, with parental stewardship showing the strongest correlation. Significant positive relationships were also found between the home learning environment and academic performance, with parent-child interactions showing the highest correlation. Regression analysis revealed that parental engagement significantly predicted academic performance, explaining 64.0% of the variance, while the home learning environment also significantly predicted academic performance, explaining 60.8% of the variance. The study concluded that parental engagement and a supportive home learning environment significantly influence and predict learners’ academic outcomes. The study aligns with SDG 4: Quality Education by emphasizing the importance of family engagement, home-based learning support, and school-parent collaboration in improving learning outcomes. Its sustainability impact lies in strengthening educational, community, and institutional support systems that promote learner achievement through active parental involvement and favorable home learning conditions.
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