Competence and Academic Performance of Student Parents in Higher Education: A Descriptive-Correlational Study

Abstract

Learning competence is the ability to effectively acquire and apply knowledge and skills. This study assessed the role of competence in pursuing higher education on the academic performance of student parents in selected state higher education institutions. A total of 101 student parents participated in the study, which employed a descriptive-correlational design and proportionate stratified random sampling. Data were analyzed using frequency, percentages, mean, standard deviation, T-test, one-way ANOVA, Duncan test for post hoc comparison, Pearson correlation, and multiple regression analysis. The results revealed that most student parents were aged 18-24, predominantly female, living with a partner, had a first child aged 0-4, had an income below the poverty threshold, and had parents who attended college without completing a degree. Respondents demonstrated a moderate level of competence but possessed a superior level of academic performance. Interestingly, a significant negative relationship was found between competence and academic performance. This counterintuitive finding suggests that academic performance in this context may rely more on adaptability, support systems, or external academic resources rather than solely on individual competence. The study recommends that policymakers, school administrators, and educators implement assessment systems, mentoring programs, and activities that bridge academic knowledge with practical applications to foster both competence and academic excellence.