The Influence of Parental Involvement and Socioeconomic Status on Academic Achievement among Special Science Class Students

Abstract

This research aimed to investigate the impact of parental involvement and socioeconomic status on the academic achievement of Special Science Class students at Lorenzo S. Sarmiento Sr. National High School. Employing a quantitative approach with 167 respondents, mean scores, Pearson’s r, and regression analysis were utilized for data analysis. Along with this, the findings revealed a very high level of responsibilities and attendance, and a high degree of parental involvement, particularly in volunteer and mentoring activities, and communication and support. However, literacy and tutorial assistance, along with leadership and partnership, demonstrated moderate levels. Furthermore, socioeconomic status exhibited high levels, with family background, peer influence, interest, and health serving as significant indicators. The results also showed a very high level of student-related factors influencing academic achievement, followed by a high level of degree predominantly influenced by teacher-related factors, home-related factors, and school-related factors. The study established a significant positive correlation between parental involvement and academic achievement (Pearson’s r = 0.565, p<0.001), as well as between socioeconomic status and academic achievement (Pearson’s r = 0.750, p<0.001). This led to the rejection of the null hypothesis, signifying a substantial relationship between parental involvement, socioeconomic status, and academic achievement among Special Science Class students. Regression analysis identified responsibilities and attendance, literacy and tutorial assistance, and volunteer and mentoring activities as influential domains of parental involvement on academic achievement. Moreover, interest and peer influence emerged as significant predictors of academic achievement within the socioeconomic status domains. These findings underscore the critical roles of parental involvement and socioeconomic factors in shaping academic success among Special Science Class students, offering valuable insights for educators and stakeholders.