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Abstract
This study examined the relationship between parental presence and the behavior of Grade 3 learners using a descriptive-correlational design. A total of 38 parents and one teacher participated in the study, with data collected through adapted survey questionnaires. Descriptive statistics were used to detail the demographic profiles of the learners, while Pearson's correlation coefficient assessed the relationship between parental presence and learner behavior. The findings revealed no significant relationship between parental involvement and learner behavior, with a negligible negative correlation (r = -0.007, p = 0.966). Despite high levels of parental engagement, including assistance with schoolwork and attendance at school meetings, this involvement did not significantly influence learners' behavior. The results suggest that other factors, such as socio-economic conditions and school-level influences, may play a more prominent role in shaping learner behavior. These findings point to the need for further research into the quality of parental involvement and other contextual factors affecting student behavior. https://doi.org/10.22049/wjher.4.3
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