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Marilyn Flores
Abstract
This study examined the extent of parental involvement, the level of parental self-efficacy, and the academic performance of Grade One learners enrolled in four selected private educational institutions in Cebu City during School Year 2024–2025. It also described the learners’ age and gender, parents’ highest educational attainment, number of siblings, and combined monthly family income as bases for a proposed academic performance enhancement plan. A descriptive-correlational research design was employed. The respondents were parents of Grade One learners selected through simple random sampling, with the sample size determined using Slovin’s formula. Data were collected using a structured questionnaire adapted from established measures of parental involvement and parental self-efficacy, together with the learners’ First Quarter academic grades. Frequency, percentage, weighted mean, standard deviation, and Pearson product-moment correlation were used to analyze the data. Results showed that parents were highly involved in their children’s school activities and learning tasks and demonstrated a very high level of parental efficacy. The learners showed favorable academic performance, with most classified as outstanding or very satisfactory and none failing to meet expectations. However, parental involvement and parental efficacy showed negligible positive and statistically nonsignificant relationships with academic performance. The findings indicate that parental support and confidence, although strong, did not directly correspond with higher grades in this sample. The proposed enhancement plan should therefore combine family engagement with learner-centered and school-based academic interventions. https://doi.org/10.5281/6236162
Keywords
parental involvement, parental self-efficacy, academic performance, Grade One learners, family engagement
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Journal: World Journal on Education and Humanities Research Family Support and Academic Success: Examining Parental Involvement and Self-Efficacy Among Grade One Learners Volume (Issue): 6(2) https://doi.org/10.5281/6236162 Pages: 78-88 Published: 07-28-2026Published: 1-2026 (c) Marilyn Flores Open access: This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite Flores, M. (2026). Family Support and Academic Success: Examining Parental Involvement and Self-Efficacy Among Grade One Learners. World Journal on Education and Humanities Research 6(2), 78-88.https://doi.org/10.5281/6236162
Final Submission Date: 10th June 2026
Acceptance Notification Date: June 2026