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Abstract
This study assessed the influence of parental presence on the behavior of Grade 3 learners, utilizing a descriptive-correlational research design. The study examined the relationship between parental involvement in school activities and the learners' behavior, with data collected from 38 parents and one teacher through survey questionnaires. Descriptive statistics were used to summarize the learners' profiles, while Pearson’s correlation coefficient was employed to explore the relationship between parental presence and learner behavior. The findings revealed a significant moderate positive correlation (r = 0.500, p = 0.001), indicating that higher parental involvement is associated with better behavioral outcomes. This study reinforces existing literature that highlights the crucial role of parental presence in shaping learners' behavior and academic performance. The results suggest that schools should actively promote parental engagement to enhance student behavior and create a more supportive learning environment, ultimately benefiting both behavioral and academic development. https://doi.org/10.22048/wjher.4.3
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