PREDICTING ACADEMIC SUCCESS THROUGH PARENTAL SUPPORT AND TEACHER EFFECTIVENESS: A MULTIPLE REGRESSION APPROACH

Education

This study aimed to determine the influence of parental involvement and teacher effectiveness on the academic success of Grade 6 learners in selected elementary schools in Loreto, Agusan del Sur. The study employed a quantitative descriptive-correlational research design, utilizing an adapted survey questionnaire, Classroom Observation Tool (COT) results, and documented academic test scores as the primary data-gathering tools. The respondents of the study were the Grade 6 learners from Guitas Elementary School, San Mariano Elementary School, and Magaud Elementary School, as well as the teachers from the same schools, identified through universal sampling. The data gathered were analyzed using statistical tools such as mean, Pearson r correlation, and multiple linear regression analysis. The results revealed that parental involvement was generally manifested at a high level across the domains of parenting, communicating, volunteering, learning at home, decision-making, and collaborating with the community. Teacher effectiveness was likewise manifested at a high level based on the Classroom Observation Tool results, while the academic success of the learners was described as satisfactory based on their test scores. Further, the results showed that parental involvement and teacher effectiveness had significant relationships with the academic success of Grade 6 learners. Moreover, the regression analysis revealed that selected domains of parental involvement significantly predicted academic success, while teacher effectiveness also demonstrated predictive influence on learners’ academic performance. These findings highlight the importance of strengthening home-school collaboration and sustaining effective teaching practices to improve the academic success of elementary learners.

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