A Mediational Study on Parenting Styles, Academic Factors, and Academic Performance of 4Ps Beneficiaries: Bases for Action Plan

Abstract

To attain educational equity for marginalized learners, it is critical to understand the interaction between parenting styles and academic influences in sustaining learner achievement. This study investigated the mediating role of academic factors in the relationship between parenting styles and academic performance among Pantawid Pamilyang Pilipino Program (4Ps) beneficiaries in selected public and private secondary schools in Loon South District, Loon, Bohol during the Academic Year 2025–2026. Specifically, the study aimed to determine the level of parenting styles in terms of authoritative, authoritarian, and permissive approaches; assess the level of academic factors in terms of personal, family, school, teacher, peer, community, and mass media influences; evaluate the level of learners’ academic performance; determine the significant relationship among the variables; and examine whether academic factors significantly mediate the relationship between parenting styles and academic performance. A quantitative non-experimental mediation research design was employed using purposive sampling to gather data from 129 learner-beneficiaries through validated survey questionnaires. Findings revealed a moderate level of parenting styles (M = 3.14, SD = 1.13) and a positive level of academic factors (M = 2.80, SD = 0.65). However, mediation analysis showed that academic factors did not significantly mediate the relationship between parenting styles and academic performance (p = 0.643, α = 0.05). The results imply that although parenting styles influence learners’ academic-related experiences, such influences may not directly translate into improved academic performance. The study provides valuable insights for parents, teachers, school administrators, and policymakers in designing interventions that strengthen parental involvement, enhance academic support systems, and maximize the educational impact of the 4Ps program. Furthermore, the study contributes to addressing student disengagement and dropout among disadvantaged learners in rural areas by proposing an action plan that promotes inclusive, supportive, and learner-centered educational environments.