Parents' Involvement in School Activities and the Academic Performance among the Elementary Learners
Bibliographic record
Abstract
This study examined the impact of parents' involvement on the academic performance of elementary learners at Manubiray Elementary School in Kalilangan, Bukidnon, during the 2024-2025 academic year. Employing a descriptive correlation research design, the study aimed to determine the relationship between parents' involvement in school activities and learners' academic performance. Data were collected from 80 parents of grade 1, 2, and 3 learners using a 20-item survey questionnaire that was adopted. The questionnaire utilized a Likert scale, with responses ranging from "Never Involved" to "Always Involved", to assess the frequency of parental engagement. Academic performance data were obtained from learners' first and second quarter grades, based on DepEd Order No. 8, s. 2015. Statistical analysis included frequency, percentage, mean, standard deviation, and Pearson correlation. The findings revealed a predominantly female parent respondent, with the majority aged 31-42 years and holding a high school education. Parents' involvement was generally "Frequently Involved", with strong engagement in habit formation and provision of school materials, but lower involvement in tutoring. Learners demonstrated strong overall academic performance, with 38.75% achieving "outstanding" grades. A significant, moderate positive correlation (R = 0.440, p = 0.0000) was found between parents' involvement in school activities and academic performance, indicating that increased parental engagement positively influences learners' academic performance. The study concludes that parents' involvement plays a crucial role in enhancing academic performance in elementary learners. Teachers should encourage diverse forms of parental engagement, and schools should create opportunities for parents to participate in school activities, thereby fostering a supportive learning environment.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".