Laoang, Philippines – Strong support from parents or guardians at home is closely associated with better academic performance among elementary school learners. Children whose families consistently encourage learning, communicate with teachers, provide academic guidance, and participate in school activities tend to achieve higher grades. These findings were reported by Sherlyn M. Irinco, Ronalyn P. Dula, Jessica D. Lipata, Lanie P. Lura, Cristina P. Macayayong, and Maria May Joy C. Maravilla from Atipolo Elementary School and the University of Eastern Philippines in a study published in 2026 in the East Asian Journal of Multidisciplinary Research (EAJMR). The study highlights that children's educational success depends not only on classroom instruction but also on the quality of support they receive from their families at home.
Schools are often viewed as the primary environment where learning takes place. However, educational research increasingly shows that many of the habits that lead to academic success begin at home. Children's study routines, motivation, confidence, discipline, and sense of responsibility are largely shaped by their daily interactions with parents or guardians. Simple actions such as encouraging children to value education, setting aside time for homework, discussing school activities, and maintaining communication with teachers can have a lasting impact on students' academic development.
In the Philippine context, particularly in rural public elementary schools, the extent of parental involvement is often influenced by socioeconomic conditions. Parents' educational background, occupation, available time, and financial circumstances may affect their ability to assist children with schoolwork. To better understand this issue, the researchers examined how home support practices relate to learners' academic performance at Atipolo Elementary School.
The researchers employed a descriptive-correlational research design involving 61 parents or legal guardians of Grade 1 to Grade 6 learners during the 2025–2026 school year. Because the population was relatively small, the study used universal sampling, meaning every eligible parent or guardian participated. Home support practices were measured through a structured questionnaire, while students' academic performance was assessed using their official school grade averages. Data were analyzed using descriptive statistics, the Chi-square test, and Pearson's correlation coefficient.
The findings revealed that the overall level of home support practices was high, with an average score of 4.08. The strongest area was parenting, where parents consistently encouraged their children to value education, attend school regularly, behave responsibly, and strive for good academic performance. The weakest—although still rated as high—was learning at home, indicating that while parents strongly motivated their children, they were somewhat less consistent in providing direct academic assistance such as reading together, supervising homework, and guiding daily study sessions.
The study also found that parents actively communicated with teachers, attended parent–teacher conferences, participated in school activities, and supported community education programs such as Brigada Eskwela, a nationwide volunteer initiative that promotes school improvement through community participation. Many parents also encouraged their children to join extracurricular and community activities that foster both academic and personal development.
Students' academic performance was equally encouraging. More than half of the learners achieved Outstanding grades ranging from 90 to 100, while nearly one-third earned Very Satisfactory grades between 85 and 89. Only a small number of students fell into the satisfactory or lower performance categories, indicating generally strong academic achievement among learners at the school.
Further statistical analysis showed that parents' age and educational attainment were significantly associated with the level of home support they provided. Older and better-educated parents generally demonstrated stronger involvement in supporting their children's education. In contrast, parents' marital status, caregiver classification, and occupation showed no significant relationship with home support practices, suggesting that meaningful educational support can be provided regardless of family structure or employment status.
The study's most significant finding was the positive and statistically significant relationship between home support practices and students' academic performance. The correlation coefficient of r = 0.666 indicates a moderately strong positive relationship, meaning that students whose parents reported higher levels of support generally achieved better academic results. This positive association was evident across all dimensions of home support, including parenting, communication, volunteering, learning at home, and collaboration with the community.
The researchers emphasize that parental support should not be viewed as the only factor influencing academic achievement. Student motivation, instructional quality, learning resources, school environment, and socioeconomic conditions also contribute significantly to educational outcomes. Nevertheless, consistent parental involvement remains one of the most reliable factors associated with improved academic success.
Based on their findings, the authors recommend strengthening home–school partnerships through parent orientation programs, home-reading initiatives, practical workshops on homework assistance, and more frequent communication between teachers and families. These initiatives could be especially beneficial for parents with limited educational backgrounds or those facing time constraints, helping them provide more effective support for their children's learning.
Overall, the study concludes that education is a shared responsibility among schools, families, and communities. When parents actively motivate their children, maintain strong communication with teachers, and support learning at home, students are more likely to achieve higher academic performance. Even simple, consistent acts of parental support can create a strong foundation for children's long-term educational success.
Author Profile
Sherlyn M. Irinco – Atipolo Elementary School, Laoang I District, Philippines.
Ronalyn P. Dula, Jessica D. Lipata, Lanie P. Lura, Cristina P. Macayayong, and Maria May Joy C. Maravilla – Graduate Studies, University of Eastern Philippines, Philippines.
Research Source
Article Title: Home Support Practices and Their Relationship to Learners’ Academic Performance.
Journal: East Asian Journal of Multidisciplinary Research (EAJMR), Vol. 5, No. 7, 2026.
DOI: https://doi.org/10.55927/eajmr.v5i7.199
Journal Website: https://journaleajmr.my.id/index.php/eajmr
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