Student Perceptions of Parental Involvement and Social Support in Relation to Reading Proficiency Among Key Stage 2 Learners of Rosario District Cluster V: A Descriptive Correlational Approach

Elmer Romero Tagalog; Anrey G. Antiquina, Phd

Student Perceptions of Parental Involvement and Social Support in Relation to Reading Proficiency Among Key Stage 2 Learners of Rosario District Cluster V: A Descriptive Correlational Approach

November 2025

Vol-11, Issue-6

Paper ID: 27750

ISSN: 2395-4396

Downloads: 0

Abstract & Details

Research Area

Adminitration Management

Keywords

Parental Involvement Social Support Reading Proficiency Phil-IRI Key Stage 2 Learners Peer Support Teacher Support Guardian Support Study Engagement Elementary Education Literacy Development Descriptive-Correlational Study Rural Schools Home–School Partnership.

Abstract

This study examined the relationship between students’ perceptions of parental involvement and social support and their reading proficiency among Key Stage 2 learners in three public elementary schools in the District of Rosario III, Agusan del Sur. Guided by Bandura’s Social Cognitive Theory, Vygotsky’s Sociocultural Theory, and Bronfenbrenner’s Ecological Systems Theory, the study employed a quantitative descriptive-correlational design. A total of Grade 4 to Grade 6 learners were selected through stratified random sampling and surveyed using adapted instruments measuring nine dimensions of parental involvement and four dimensions of social support. Reading proficiency was determined through the Philippine Informal Reading Inventory (Phil-IRI) administered during School Year 2025–2026. Descriptive statistics were used to assess levels of parental involvement, social support, and reading proficiency, while Pearson’s r tested the significance of relationships among variables. Results revealed generally high levels of perceived parental involvement and social support, though a substantial proportion of learners remained in the instructional and frustration reading levels. Findings showed a significant positive relationship between perceived parental involvement and reading proficiency, as well as between social support and reading proficiency. These results highlight the essential role of supportive home and social environments in the development of reading skills. Based on the findings, the study recommends school–home partnership programs, parent capacity-building initiatives, and strengthened peer- and teacher-support systems to enhance learners’ reading performance. The study provides empirical evidence relevant to literacy programs and policy development in rural Philippine school contexts.

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Author Information

#	Name	Institute / Affiliation
1	Elmer Romero Tagalog	Andres Soriano Colleges of Bislig
2	Anrey G. Antiquina, Phd	Andres Soriano Colleges of Bislig

How to Cite

Use the following formats to cite this article in your research.

APA Style

Tagalog, Elmer Romero & Phd, Anrey G. Antiquina, (2025). Student Perceptions of Parental Involvement and Social Support in Relation to Reading Proficiency Among Key Stage 2 Learners of Rosario District Cluster V: A Descriptive Correlational Approach. International Journal of Advance Research and Innovative Ideas In Education, 11(6), 914-922.

MLA Style

Tagalog, Elmer Romero, and Anrey G. Antiquina, Phd. "Student Perceptions of Parental Involvement and Social Support in Relation to Reading Proficiency Among Key Stage 2 Learners of Rosario District Cluster V: A Descriptive Correlational Approach." International Journal of Advance Research and Innovative Ideas In Education, vol. 11, no. 6, 2025, pp. 914-922.

IEEE Style

Elmer Romero Tagalog and Anrey G. Antiquina, Phd, "Student Perceptions of Parental Involvement and Social Support in Relation to Reading Proficiency Among Key Stage 2 Learners of Rosario District Cluster V: A Descriptive Correlational Approach," International Journal of Advance Research and Innovative Ideas In Education, vol. 11, no. 6, pp. 914-922, 2025.

Vancouver Style

Tagalog Elmer Romero, Phd Anrey G. Antiquina,. Student Perceptions of Parental Involvement and Social Support in Relation to Reading Proficiency Among Key Stage 2 Learners of Rosario District Cluster V: A Descriptive Correlational Approach. International Journal of Advance Research and Innovative Ideas In Education. 2025;11(6):914-922.

Harvard Style

Tagalog, Elmer Romero & Phd, Anrey G. Antiquina, (2025) 'Student Perceptions of Parental Involvement and Social Support in Relation to Reading Proficiency Among Key Stage 2 Learners of Rosario District Cluster V: A Descriptive Correlational Approach', International Journal of Advance Research and Innovative Ideas In Education, 11(6), pp. 914-922.

Chicago Style

Tagalog, Elmer Romero and Anrey G. Antiquina, Phd. "Student Perceptions of Parental Involvement and Social Support in Relation to Reading Proficiency Among Key Stage 2 Learners of Rosario District Cluster V: A Descriptive Correlational Approach." International Journal of Advance Research and Innovative Ideas In Education 11, no. 6 (2025): 914-922.

Turabian Style

Tagalog, Elmer Romero and Anrey G. Antiquina, Phd. "Student Perceptions of Parental Involvement and Social Support in Relation to Reading Proficiency Among Key Stage 2 Learners of Rosario District Cluster V: A Descriptive Correlational Approach." International Journal of Advance Research and Innovative Ideas In Education 11, no. 6 (2025): 914-922.