Authors : J. P. Laudato; Vyrna R. Salcedo

Volume/Issue : Volume 11 - 2026, Issue 5 - May

Google Scholar : https://tinyurl.com/bdf6akcc

Scribd : https://tinyurl.com/mrh5m54a

DOI : https://doi.org/10.38124/ijisrt/26May1556

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study examined the relationship between parental involvement and the academic performance of Grade 3 learners under the blended distance learning modality at Ladislao Diwa Elementary School during the School Year 2021– 2022. Guided by Epstein’s framework of parental involvement, the study focused on four domains: parenting, learning at home, decision-making, and communication. A descriptive-correlational research design was employed and supported by qualitative data obtained through focus group discussions with parents and teachers. The participants consisted of 60 parentrespondents selected through convenience sampling. Data were gathered using a validated researcher-made questionnaire, while learners’ academic performance was measured through final academic ratings. Descriptive statistics and Spearman’s Rank-Order Correlation were utilized to analyze the quantitative data, while qualitative responses were analyzed thematically. Findings revealed that parents generally demonstrated active involvement in supporting learners academically and emotionally throughout blended learning implementation. Learners also achieved generally satisfactory to outstanding academic performance. However, statistical analysis showed no significant relationship between parental involvement and learners’ academic performance. The findings suggest that learner achievement in blended learning environments may also be influenced by instructional strategies, teacher interventions, accessibility of learning resources, and other contextual factors. Based on the results, an enhanced intervention plan was proposed to strengthen home–school collaboration and learner support in blended learning environments.

Keywords : Parental Involvement, Blended Learning, Academic Performance, Grade 3 Learners, Home–School Collaboration, Intervention Plan.

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