Parental Involvement and Grade VI Pupils' Academic Performance in San Fernando Elementary School: Implications for An Intervention Program
Keywords:
Parental Involvement, Academic Perfromance, Intervention ProgramAbstract
This study determined the relationship between academic achievement of Grade VI pupils and parental involvement from parents’, teachers’ and pupils’ perspective at San Fernando Elementary School, Jiabong, Samar during the school year 2012-2013. The study employed descriptive-correlational since the study aimed to determine the academic performance of pupils and perceptions of teachers, pupils and parents about school involvement. Data were gathered using a questionnaire. All eight statements used to determine the parent-respondents’ opinion regarding parent-teacher communication as a form of parental involvement were rated with values between 3.51- 4.50 interpreted as ‘frequently’ performed by teacher-respondents. As a result, the overall perception of parent-respondents along this form of parental school involvement was ‘frequently’ done by teachers according to the parent-respondents as revealed by a grand mean of 4.06. For the conclusion, the teacher-respondents admitted they frequently communicated with parent-respondents as part of their role in parental school involvement. Parental school involvement as perceived by pupil-respondents was significantly related to their academic performance in Science, Filipino; and HEKASI but not with English; and Mathematics. For the recommendation, teachers and school officials should consider the preferred topics of interest of the pupils in textbook and instructional materials selection and procurement.
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