Parental Involvement and Academic Performance among Multigrade Learners in Antequera District, Bohol: A Descriptive-Correlational Study

Abstract

Parental involvement is widely recognized as a key factor influencing learners’ academic performance in multigrade schools. This study aimed to examine the relationship between parental involvement and the academic performance of multigrade learners in the Antequera District, Bohol. Using a quantitative, cross-sectional, descriptive–correlational design with comparative analysis, the study was conducted in six multigrade schools with a population of 154 learners living with both biological parents, of whom 140 were sampled. Data were collected using the Parental Involvement Questionnaire–Elementary by Grover, adhering to research ethics. Findings revealed that most respondents were 8–9 years old, predominantly female, and from low-income households where fathers were often laborers and mothers were unemployed. Mothers demonstrated high involvement in parenting and moderate engagement in communication and school activities, while fathers showed high parenting involvement but low-to-moderate participation in school-based practices. Academic performance indicated that almost half of the learners did not meet expectations in Language and in Mathematics, with few achieving “Outstanding” ratings. Maternal involvement was significantly correlated with performance in Language, Mathematics, and overall averages, whereas paternal involvement was positively correlated only with Mathematics. In conclusion, this quantitative cross-sectional descriptive–correlational with comparative analysis study in Antequera District, Bohol, highlights parental involvement as a critical variable influencing multigrade learners’ academic performance, underscoring the importance of maternal engagement in language and mathematics outcomes.