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Abstract
This study investigated the relationship between parental presence and the behavior of Grade 3 learners using a descriptive-correlational design. Data were collected from 24 parents and one teacher through adapted survey questionnaires. Descriptive statistics were used to profile the learners, while Pearson’s correlation coefficient was applied to examine the relationship between parental involvement and learner behavior. The results revealed a significant moderate positive correlation (r = 0.616, p = 0.001), indicating that increased parental presence is associated with more positive behavioral outcomes among learners. Specifically, higher parental involvement correlated with better cooperation, attentiveness, and respect for teachers and peers. However, the moderate strength of the relationship suggests that other factors, such as peer influence and school environment, also play a role in shaping behavior. These findings underscore the importance of school-family partnerships in supporting both academic and behavioral development in learners, while also calling for a more holistic approach to student support. https://doi.org/10.22050/wjher.4.3
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