Building Foundations: Exploring The Impact of Parent Participation on the Academic Growth and Social Skills of First Grade Learners

Abstract

The present research assessed the relationship between parental participation and academic and social skills of the learners. Using a descriptive-correlational design, the study involved 120 parent respondents. Data were collected through surveys on perceived parental involvement, academic and social skills of the grade one learners. Descriptive statistics were employed for the sociodemographic profile, while Pearson correlation tested relationships among the variables. Findings showed that most parents were from low-income households, with high school education as their highest attainment, and majority were unemployed mothers. Parents frequently demonstrated supportive and responsive behaviors, although structured practices and school volunteering were less evident. Learners exhibited strengths in curiosity, attentiveness, and following rules, but needed further support in independent reading, math fluency, and conflict resolution. Correlation results revealed that direct parental involvement significantly influenced academic growth, while parental involvement significantly contributed to the learners’ emotional regulation and prosocial behavior. The study concludes that concrete parental actions at home and learners’ social skills are key predictors of early academic success. It recommends structured, low-cost parental support initiatives, classroom-based socio-emotional learning routines, and strengthened school–home partnerships consistent with the ARAL Program Act and K–12 Law.