Parental Involvement, Learning Behavior and its Effects on the Academic Performance of the Grade 12 Students

Abstract

Aims: This study investigated the relationship between parental involvement, students’ learning behavior, and academic performance among Grade 12 students. It aimed to examine how different dimensions of parental engagement, parenting, communication, volunteering, decision-making, and collaboration with the community, affect students' learning behaviors and Grade Weighted Averages (GWA). Study Design: A descriptive-correlational research design was employed to explore the associations among the key variables: parental involvement, learning behavior, and academic performance. Place and Duration of Study: The study was conducted at San Isidro College, Malaybalay City, Bukidnon, Philippines, during the academic year 2024–2025. Methodology: The researchers selected 97 Grade 12 students through stratified random sampling from various academic strands. A validated, researcher-made Likert scale questionnaire was administered to measure parental involvement and students' learning behavior. Academic performance was determined through the students' GWA from the first semester. Descriptive statistics were used to describe levels of parental involvement and learning behavior, while Pearson correlation analysis assessed the relationships among the variables. Results: The findings revealed high levels of parental involvement in decision-making (M = 3.87, SD = 0.81) and communication (M = 3.50, SD = 0.87), while moderate levels were observed in parenting (M = 3.37, SD = 0.93), volunteering (M = 2.93, SD = 0.87), and community collaboration (M = 2.74, SD = 0.92). Students’ learning behavior also registered a high level (M = 3.53, SD = 0.88). Academic performance, as measured by the students’ GWA, showed moderate variation (M = 89.76, SD = 3.55). Pearson correlation analysis indicated no significant relationships between parental involvement and academic performance (r = 0.131, P = 0.211), parental involvement and learning behavior (r = 0.157, P = 0.134), and learning behavior and academic performance (r = 0.195, P = 0.059). Conclusion: Grade 12 students exhibited generally high levels of parental involvement and learning behavior. However, these factors did not show statistically significant correlations with academic performance. The findings suggest that while parental involvement and learning behavior are present, they may not directly influence academic success in this context.