Parents' Involvement in Relation to Kindergarten Learners' Academic Performance in the Corella District, Bohol

Abstract

This study examined the relationship between parental involvement and kindergarten learners' academic performance and Early Childhood Development (ECD) in the Corella District, Bohol, during the 2022–2023 school year. The study employed a quantitative descriptive-correlational research design anchored on Bruner's Constructivist Theory and Vygotsky's Sociocultural Theory. A standardized, modified questionnaire based on Epstein's framework was used to measure parental involvement, focusing on parenting, communication, learning at home, and monitoring the child's progress. The Department of Education's standardized Early Childhood Development Checklist was used to assess the ECD performance of kindergarten learners. Slovin's formula was used to determine a sample of 82 parents from eight public elementary schools in the Corella District. The findings revealed that parents demonstrated a very high level of involvement in parenting, communication, and learning at home but a lower level of involvement in monitoring their children's cognitive and behavioral development. Kindergarten learners exhibited age-appropriate developmental progress across all domains. Statistical analyses indicated that respondents' age, sex, educational attainment, occupation, family income, and number of children had no significant influence on parental involvement. Spearman's rank-order correlation likewise revealed no significant relationship between parental involvement and learners' ECD performance (p = .172, p = .072). The study concluded that although parents in the Corella District were actively involved in their children's early education, parental involvement did not significantly predict kindergarten learners' developmental outcomes. The findings suggest that ECD outcomes are influenced by multiple factors, including the school environment, instructional quality, learner readiness, and broader social contexts. Therefore, sustained collaboration between families and schools remains essential in promoting children's holistic development and school readiness.