Parental Academic Support and Academic Motivation of Elementary Learners: Inputs for Enhancing Home School Partnership Program
DOI:
https://doi.org/10.69569/jip.2026.178Keywords:
Academic motivation, Descriptive-correlational, Elementary learners, Home–school partnership, Parental academic supportAbstract
Academic motivation is a key determinant of learners’ academic success, and parental academic support plays an important role in fostering this motivation. However, limited empirical evidence in the local context of Kiblawan North District specifically examines the relationship between these variables among elementary learners. This study, therefore, investigated the relationship between perceived parental academic support and academic motivation among Grades 4 to 6 learners. A descriptive-correlational research design was employed to describe the levels of parental academic support and academic motivation and to determine the relationship between the two variables. The study involved 77 elementary learners, selected through complete enumeration. Results revealed that learners perceived a very high level of parental academic support (M = 4.45, SD = 0.70) and demonstrated a very high level of academic motivation (M = 4.59, SD = 0.61). Furthermore, a strong positive and significant relationship was found between parental academic support and academic motivation (r = 0.70, p < .001), indicating that increased parental involvement is associated with higher levels of learner motivation. Based on these findings, the study recommends implementing “Project Learning Together: Strengthening Parent Support for Elementary Learners’ Motivation,” which aims to equip parents with strategies to provide consistent academic guidance, encouragement, and recognition of learners’ efforts. Future research may evaluate the effectiveness of this program, explore additional influencing factors such as teacher and peer support, and extend the study to other grade levels to further enhance understanding of learners’ academic engagement and performance.
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