2026 IJRSE – Volume 15 Issue 10
Divine Word College of San Jose Special Issue
Available Online: 29 April 2026
Author/s:
Mararac, Alyssa Mari S.*
Divine Word College of San Jose, Philippines (alyssamari.mararac@deped.gov.ph)
Gante Jr., Luis I.
Divine Word College of San Jose, Philippines (luisgantejr@gmail.com)
Galay-Limos, Jenny A.
Divine Word College of San Jose, Philippines (jennygalay05@gmail.com)
Abstract:
This study was conducted to investigate how parenting engagement impacted the classroom behaviors and academic performance. A mixed-methods approach was used, with the first stage involving the collection of qualitative data through interviews. The second stage involved collecting quantitative data through survey questionnaires distributed to 168 learners and their parents to validate the qualitative findings. All research instruments were validated by experts and demonstrated high reliability. Qualitative analysis from the interviews revealed four major types of parenting engagement: parenting engagement in children’s learning; emotional and motivational support; school-home collaboration; and values formation and character development. Quantitative analysis demonstrated a relatively high level of parental engagement overall, with values formation having the highest composite mean. The learners also exhibited a high level of positive classroom behaviors, including respect, cooperation, responsibility, and initiative. Most learners achieved satisfactory to excellent academic performance, with a few not meeting expectations. Parents’ engagement in their children’s education is high enough to indicate that they involve themselves beyond the teaching-learning process; in addition to establishing study habits, parents support learners by providing support, collaborating with school personnel, and shaping their character. Structural Equation Modeling revealed significant evidence that parental engagement positively influences classroom behavior. Relating learners’ academic performance to their parents’ engagement in their learning and to their classroom behavior, the results showed that the two variables significantly affect their scholastic performance. Nonetheless, some areas need to be addressed. A program has been proposed to address weak areas in parental engagement and further enhance learners’ behavior in the classroom.
Keywords: parental engagement, classroom behavior, academic performance, learners, Project MERGE
DOI: https://doi.org/10.5861/ijrse.2026.26714
Cite this article:
Mararac, A. M. S., Gante Jr., Luis I., & Galay-Limos, J. A. (2026). Parental engagement, classroom behavior, and academic performance of grade 9 learners at San Jose National High School. International Journal of Research Studies in Education, 15(10), 233-250. https://doi.org/10.5861/ijrse.2026.26714
* Corresponding Author