Impact of Parental Involvement and Pedagogical Practices of Teachers on the Academic Performance

Abstract

This study investigated the relationship of parental involvement, teachers’ pedagogical practices, and the academic performance of Grade 6 learners in Singanan Elementary School, San Andres Elementary School, and San Marcos Elementary School in Bunawan, Agusan del Sur. A descriptive correlational research design was employed, and data were gathered through adapted survey questionnaires administered to the selected 127 Grade 6 students using a universal sampling approach. Results showed that parental involvement was generally high, with very high parental expectations, while school-based involvement had a lower mean among the indicators. Teachers’ pedagogical practices got the highest mean and were perceived as very high in terms of teaching quality and clear lesson delivery. Students’ academic performance indicators were likewise rated very high, with the highest mean for teaching methods and attendance. Correlational analysis revealed a small but significant relationship between parental involvement and academic performance, whereas the relationship between pedagogical practices and academic performance was not significant. The R-squared values from the regression analyses indicate that parental involvement explains approximately 7.3% of the variance in academic performance, while pedagogical practice variables account for about 13.5%, suggesting that although these factors are meaningful contributors, a substantial proportion of learners’ achievement is influenced by other factors not captured in the model. These results suggested that students’ achievement was most positively associated with parents’ clear academic expectations and with teachers’ timely, responsive feedback, indicating the complementary roles of home expectations and classroom feedback in supporting learner performance.