Parental Involvement in Blended Learning Modality in Relation to Learners’ Academic Performance
DOI:
https://doi.org/10.5281/zenodo.15567586Keywords:
Academic Performance, Blended Learning, Parental InvolvementAbstract
This study investigated parental involvement in the Blended Learning Modality and its relation to learners' academic performance in a private school in a large-sized division in Central Philippines during the 2022–2023 school year. Focusing on 200 respondents, it examined variables including age, educational attainment, number of children, and average family monthly income. A descriptive, comparative-correlational design was used, and data were gathered via a researcher-made questionnaire. Statistical tools included frequency count, percentage, mean, Mann-Whitney U test, and Spearman rho. Findings revealed that over half of the parents were high school graduates, had three or more children, and earned Php 12,000 or less monthly. Parental involvement across all areas—home learning environment, motivation, and tutoring—was rated high, with tutoring scoring the highest. Educational attainment and number of children showed high levels of involvement across all areas. Income level also generally indicated high involvement, though parental tutoring scored very high among higher-income families. Learners’ academic performance was rated very satisfactory. No significant differences were found between parental involvement and academic performance based on parents' educational attainment. However, significant differences emerged in relation to number of siblings and income level, particularly in the areas of home learning environment, motivation, and tutoring. Overall, the study concluded that while parental involvement was high, it did not significantly affect learners’ academic performance in the blended learning setup.
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