Parental involvement plays a critical role in improving learners’ academic achievement, motivation, discipline, and study habits, according to a new study conducted at Eulogio Rodriguez Jr Elementary School in Rizal, Philippines. The research found that students who receive consistent support from parents at home tend to perform better academically and demonstrate more positive classroom behavior compared to learners with limited parental supervision.
The study was conducted by Milanie C. Vega of Palayan Region High School and Celso C. Dumalig of Pangal Sur High School and Northeastern College, Inc., Santiago City, Philippines. Published in the International Journal of Applied Educational Research (IJAER) in 2026, the research examined how parental involvement influences learners’ academic achievement and explored the barriers preventing stronger home-school collaboration.
The findings arrive at a time when educators worldwide increasingly recognize that student success depends not only on classroom instruction but also on family engagement and home learning environments. In many developing countries, including the Philippines, schools continue facing challenges linked to poverty, limited parental availability, and inconsistent communication between teachers and families.
According to the researchers, parental involvement has long been recognized as one of the strongest predictors of educational success. Previous studies cited in the research consistently showed that students who receive active support from parents often achieve higher grades, stronger classroom engagement, and better emotional development.
However, the study also highlighted that parental participation varies significantly depending on socioeconomic conditions, educational background, and work-related responsibilities. Many Filipino parents, particularly those working in low-income or informal employment sectors, struggle to balance economic survival with active participation in their children’s education.
To investigate these issues, Vega and Dumalig used a qualitative phenomenological research design focused on understanding the lived experiences of teachers and school personnel regarding parental involvement. Researchers gathered data through semi-structured interviews, observations, and thematic analysis involving selected teaching and non-teaching staff at Eulogio Rodriguez Jr Elementary School in Rodriguez, Rizal.
The study revealed several major patterns regarding parental involvement.
The first and most common form of involvement involved home-based learning support. Parents frequently assisted children with homework, monitored school tasks, reviewed lessons, and encouraged study habits at home. Researchers found that even parents with limited formal education still attempted to support their children’s learning through supervision and motivation.
The second form involved school-based participation such as attending parent-teacher meetings, school programs, and academic activities. However, participation rates remained inconsistent because many parents faced work schedules and financial responsibilities that limited their availability for school events.
A third important pattern involved communication and collaboration with teachers. Most parent-teacher communication occurred through text messaging, meetings, or informal conversations. Researchers observed that communication was often reactive rather than systematic, meaning interactions typically occurred only when academic or behavioral concerns emerged.
The study also identified emotional and moral support as a key dimension of parental involvement. Many parents encouraged children to behave well, stay motivated, and pursue good grades. According to the researchers, this emotional encouragement significantly influenced learners’ attitudes toward education and classroom participation.
One of the strongest findings involved the direct relationship between parental involvement and academic performance.
Teachers and school personnel consistently observed that students with active parental support achieved better academic results and demonstrated stronger classroom engagement. Learners receiving consistent parental supervision were more likely to complete assignments, prepare lessons regularly, and participate actively in classroom discussions.
Researchers also found that parental involvement positively influenced student motivation and interest in learning. Children whose parents showed interest in school activities developed greater confidence, stronger learning engagement, and more positive attitudes toward education.
Behavioral improvements were another major outcome identified in the study. Students with involved parents were described as more disciplined, responsible, cooperative, and attentive inside the classroom. According to the researchers, parental guidance helped strengthen both cognitive development and social behavior among learners.
The study further revealed that parental monitoring contributed to better study habits and increased learner responsibility. Students receiving regular home supervision demonstrated stronger consistency in homework completion, lesson preparation, and time management.
Despite these positive outcomes, researchers identified several major barriers limiting effective parental involvement.
The most significant obstacle involved time constraints caused by work obligations. Many parents worked long hours in informal or low-income jobs, leaving little time to attend school activities or supervise academic tasks consistently.
Financial difficulties also affected participation. Some families prioritized basic household needs over educational involvement, limiting their ability to attend school programs or provide learning materials at home.
Another challenge involved limited parental educational background. Some parents felt unprepared to assist children academically because they lacked confidence in understanding school subjects or instructional materials.
Communication gaps between parents and teachers also weakened effective home-school collaboration. Researchers found that inconsistent communication reduced opportunities for continuous learner monitoring and delayed intervention when academic difficulties emerged.
Based on these findings, the researchers proposed a comprehensive action plan designed to strengthen parental engagement and improve learner outcomes. Recommended strategies included parenting seminars, regular parent-teacher conferences, flexible meeting schedules for working parents, digital communication systems such as group chats, and periodic assessment of parental involvement programs.
The action plan also emphasized stronger collaboration among school administrators, teachers, local government units, and families to reduce socioeconomic barriers affecting educational participation. Researchers concluded that improving academic achievement requires shared responsibility between schools and households rather than relying solely on classroom instruction.
According to Vega and Dumalig, strengthening parental engagement is one of the most practical and sustainable ways to improve educational outcomes in public elementary schools. Their findings reinforce broader international discussions emphasizing that family involvement remains a critical foundation for quality education and learner development.
More broadly, the study highlights that successful education systems require strong partnerships between schools, families, and communities. As educational challenges become increasingly complex in the digital and post-pandemic era, collaborative home-school relationships may become even more essential for supporting student achievement and emotional well-being.
Author Profile
Milanie C. Vega is an educator and researcher affiliated with Palayan Region High School under the Department of Education in Alicia, Isabela, Philippines. The study was co-authored by Celso C. Dumalig of Pangal Sur High School and the Graduate School of Northeastern College, Inc., Santiago City, Philippines. Their academic work focuses on parental involvement, school-home collaboration, educational development, and learner achievement in basic education.
Source
Milanie C. Vega & Celso C. Dumalig. “Parental Involvement and Its Effect on Learners’ Academic Achievement at Eulogio Rodriguez JR Elementary School.” International Journal of Applied Educational Research (IJAER), Vol. 4 No. 2, 2026, pp. 99–110. DOI: https://doi.org/10.59890/ijaer.v4i2.243
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