Abstract
For many schools, it has grown more challenging to involve parents in school events and encourage support for learning at home. In this context, this study aimed to ascertain the degree of parental participation in the academic performance of a Catholic school in a Western Visayan city that is highly urbanized during the school year 2023–2024. For this descriptive study, a modified survey questionnaire that had been evaluated for validity and reliability was applied to obtain data from 206 parents of Catholic school learners in a highly urbanized city in Western Visayas during the 2023–2024, who were chosen from a total population of 442. The results show that parents are pretty involved in their kids’ academic success, especially when it comes to fostering a learning environment, collaborating with teachers, and facilitating learning. The result reveals significant differences in parental engagement, family size, and type of family in the area of establishing a helpful learning environment at home. The study comes to the view that although parents are generally very involved in their children’s academic success, especially when it comes to helping them learn, working with teachers, and creating a supportive home environment, differences related to family size and structure show how important it is to provide targeted support to help all families create productive learning environments at home. This study recommends that schools and community programs develop targeted support initiatives based on family size and structure in order to assist parents in creating an effective learning environment at home that is attainable for everyone, which promotes all forms of parental participation in the accomplishment of students in learning.
Keywords: Parental involvement, academic performance, learning environment, family structure, catholic education.