Parental Involvement and Elementary Learners’ Numerical Achievement in Malita, West District

Abstract

The study was conducted to determine the relationship between parental involvement and elementary learners’ numerical achievement in Malita West District, Davao Occidental Schools Division. The study used a non-experimental descriptive-correlational research design, utilizing an adapted survey instrument to gather responses from the randomly selected 120 teacher-respondents. Data gathered were treated using Mean scores with descriptive interpretation, Pearson r, and Simple Linear Regression Analysis. Findings revealed that the extent of parental involvement in terms of collaboration with teachers, participation in school activities, homework completion, and attendance to conferences was moderately extensive and likewise with learners’ numerical achievement in terms of attendance in class, classroom participation, and performance tasks, written tasks, denotes moderately extensive. There was a relationship between parental involvement and numerical achievement.  Domains of parental involvement in terms of homework completion, attendance to conferences, participation, and collaboration with teachers significantly influenced learners’ numerical achievement. Schools could create a supportive and stimulating environment for intensive numerical learning and development by promoting advanced collaboration.