The Influence of Parental Involvement on Reading Proficiency Through Mediating Effect Of Learners’ Motivation

Abstract

This study examined the mediating effect of learners’ motivation on the relationship between parental involvement and reading proficiency among Grade Six pupils in the Division of Davao del Sur. A quantitative, non-experimental, descriptive-correlational design with mediation analysis using the Sobel test was employed, involving 160 pupils as respondents. The study measured parental involvement in six domains, learners’ motivation based on self-determination theory, and reading proficiency in word recognition, reading comprehension, and listening comprehension. Results showed that parental involvement was generally extensive, and learners demonstrated moderate motivation. A significant positive relationship was found between parental involvement and learners’ motivation. However, no significant relationship emerged between parental involvement and reading proficiency, nor between learners’ motivation and reading proficiency. Mediation analysis further revealed that learners’ motivation did not significantly mediate the relationship between parental involvement and reading proficiency. These findings suggest that while parental support can enhance motivation, it does not automatically lead to improved reading performance. Educational efforts must therefore go beyond motivational strategies and focus on explicit, skill-based reading instruction. Strengthening school-home partnerships and equipping parents with literacy-focused support strategies are recommended to bridge the gap between motivation and actual academic outcomes.