Parental Engagement and Self-regulated Learning as Predictors of Problem-solving Skills among Grade 10 Students in Tagum City, Philippines

Abstract

The primary purpose of this study was to determine whether parental engagement and self-regulated learning predict students’ problem-solving skills. A descriptive and correlational research design was employed, and an online random sampling tool was used to select 292 Grade 10 students from three public secondary schools in District 1, Division of Tagum City, during the school year 2024–2025. Two adapted instruments and one researcher-developed, validated questionnaire were utilized for data collection. Instrument validity was established through expert review and pilot testing, while reliability was confirmed using Cronbach’s alpha coefficients, which indicated acceptable internal consistency. The data were analyzed using mean, Pearson’s r, and regression analysis. Results indicated that while parental engagement and self-regulated learning among the students were at high levels, their problem-solving skills were comparatively low. Furthermore, parental engagement and self-regulated learning were found to be negatively correlated with problem-solving skills and did not significantly predict students’ problem-solving performance. These findings underscore the importance for educators and administrators to design targeted interventions aimed at enhancing students’ problem-solving abilities. However, the study is not without limitations, as the sampling was limited to one school district, self-reported questionnaires may have introduced response bias, and potential confounding variables such as teaching strategies, peer influence, or socioeconomic background were not fully accounted. To strengthen the generalizability of the results, replication studies in diverse contexts are recommended, as these will help validate the consistency of the relationships observed and contribute to a broader understanding of the phenomenon.