Abstract
The study examined the level of parental involvement in the blended learning environment among the Grade 7 students in the public secondary school of Central Negros for the school year 2022-2023. A descriptive research design was adopted with 272 parents out of a total of 920, who were selected through stratification and random sampling. The study sought to assess the level of communication, emotional, and financial support extended by parents. Results indicated generally high parental support across these domains. Within these areas, however, significant differences were established in relation to communication and emotional support based on living conditions, particularly in two-parent households, with no differences against family income nor number of children being established. Financial support varied significantly on family income, but not by living conditions or number of children. The findings stress, as well, that effective parental involvement in the blended learning set-up should be taken into consideration while designing educational strategies that would meet the differences of many families. It stresses, too, that living conditions and financial capability carry the weight of effective support, while family size may not be a strong determining factor for parental involvement. Educational institutions, therefore, should engage parents through easy accessible support system and targeted interventions for student success in a blended learning environment.
Keywords: Blended Learning, parental support, communication support, emotional support, financial support.