Applying Epstein’s Theory in Strengthening Learners’ Academic Performance Through Parental Involvement: A Mixed Methods Study
DOI:
https://doi.org/10.69569/jip.2026.196Keywords:
Epstein’s six dimensions, Parental involvement, Academic outcomes, Grade 6 learnersAbstract
This study was conducted in response to the limited contextualized understanding of how parental involvement influences learners’ academic performance in basic education, particularly within Epstein’s theoretical framework. Despite the recognized importance of home-school collaboration, gaps remain in explaining how different forms of parental engagement translate into measurable academic performance among sixth grade learners. The study aimed to examine the relationship between parental involvement and learners’ academic performance using a mixed method convergent parallel design. Parental involvement was assessed based on Epstein’s six dimensions of involvement, while academic performance was measured in English, Science, Mathematics, and Filipino. Quantitative findings revealed a weak positive correlation between parental involvement and academic performance (r = .187, p = .040), indicating a statistically significant but low association. Qualitative results, gathered through interviews with eight full-time housewives, revealed the central theme “Complex Experiences of Parental Involvement,” with sub-themes highlighting the balancing of multiple responsibilities, emotional investment in learning support, and contextual limitations that affect engagement. The integration of quantitative and qualitative findings suggests that while parental involvement contributes to learners’ academic performance, its effectiveness is influenced by household, social, and contextual constraints. Guided by Epstein’s Theory of Parental Involvement, the study emphasizes the need to strengthen structured school–home partnerships that support sustainable and meaningful parental engagement.
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