Strengthening Parental Involvement to Enhance Learner’s Academic Achievement: Case Study Analysis

Educational Management

This literature review synthesizes global and Philippine research on parental involvement and learners’ academic achievement, integrating case-study illustrations to identify which forms of involvement matter most, for whom, and under what conditions. Design/methodology. An integrative review was conducted using meta-analyses, theoretical frameworks (Epstein; Hoover-Dempsey & Sandler), large-scale assessments (PISA/SEA-PLM), and Philippine policy/program cases (e.g., Brigada Eskwela). Findings. Consistent evidence links parental involvement to improved achievement and non-cognitive outcomes, with parental expectations/academic socialization showing the strongest associations; routine homework help is less reliably beneficial. Contextual barriers (time, SES, communication quality) and enabling structures (welcoming school climate, flexible modalities, PTA/partnership tools) shape effects. Philippine studies show mixed correlations; however, targeted engagement (literacy support, expectations, monitoring) and system initiatives (Brigada Eskwela; PTA partnership) can strengthen learning, especially in elementary grades. Practical implications. Schools can prioritize academic socialization, two-way communication, interactive homework, and culturally responsive partnership structures, aligning with DepEd guidance. Originality/value. The review integrates cross-national evidence with Philippine case examples to offer actionable, context-sensitive strategies for strengthening parental involvement.

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