ABSTRACT
This study aimed to determine the learning routine and parental engagement in relation to the Regional Achievement Measure (RAM) of school learners. The descriptive-survey method of research was used to determine the level of learning routine and the extent of parental engagement in relation to the RAM of learners. The antecedent variables for this study were the number of siblings, parents’ employment status, birth order, and parents’ educational attainment. The learners’ learning routine and parental involvement were considered as independent variables. The respondents’ RAM result during the school year 2024-2025 was utilized as dependent variable. The learners of the study were the 299 stratified chosen learners of the District of San Joaquin North. The data needed in this study were gathered using two validated instruments, namely: questionnaire-checklist for learners’ information data and questionnaire-checklist for learners’ routine and parental engagement. Learners’ RAM was taken from the Division of Iloilo. Frequency count, percentage, mean and standard deviation were employed in descriptive statistics. The tools were used to determine the number and percentage of respondents per category. For inferential statistics, the Chi- Square Test of Independence for Association was utilized to ascertain significant association and relationship for learning routine, parental engagement and RAM. Findings revealed that the level of routine in terms of number of siblings, parents employment status, birth order and parents’ educational attainment was “moderately high.” Considering the extent of parental engagement, generally, “moderately high” parental engagement was perceived. The Regional Achievement Measure of learners was identified as “low proficient.” A significant association existed in the level of learning routine when respondents were classified according to number of siblings, birth order and parents’ educational attainment. No significant association was noted when classified into parents’ employment status. A significant association was noted in the level of parental engagement when the respondents were classified according to number of siblings, parents’ employment status and educational attainment. However, the extent of parental engagement was related to birth order. Finally, the level of learning routine was not associated to parental involvement and to RAM, while parental engagement was associated with Regional Achievement Measure (RAM) of learners. It is recommended that the learners must improve their learning routine and parental engagement for this is the way in improving the Regional Achievement Measure test. Learners and parents are encouraged to develop a learning routine as well as parental engagement to improve performance in Regional Achievement Measure (RAM). Finally, the findings of the study were the bases of the Development Plan.
Keywords: Learning routines, parental engagement, Regional Achievement Measure
INTRODUCTION
Learning routines and parental engagement are fundamental to academic success, particularly in the development and mastery of learning competencies, because they help learners build consistent study habits, manage time effectively, comprehend lessons deeply, complete assignments diligently, and apply knowledge independently (Subang and Asparin, 2025). Tiniakou et al. (2018) showed that learners with strong learning routines, supported by active parental monitoring, demonstrate greater focus, perseverance, self-regulation, and the ability to transfer learning to real-life situations. Likewise, the Programme for International Student Assessment (PISA) 2022 results affirmed that structured home learning environments are positively associated with overall achievement, with parental involvement emerging as a strong predictor of sustained academic performance (Temiz et al., 2025). These findings suggest that strengthening learning routines through parental engagement is essential to improving learner outcomes.
In the Philippine context, correlation between learning routines and parental support is highly evident, especially among Grades 5 and 6 learners. Thus, weak learning routines and limited parental support can negatively affect their performance in foundational subjects such as Science, Mathematics, and English (Canonizado, 2025; Malagum, 2025). In this regard, the Regional Achievement Measure (RAM) serves as an important regional assessment in DepEd Region VI that measures learners’ achievement in key learning areas and identifies competency gaps that require intervention. The results of RAM provide baseline data for school, division, and regional planning and guide teachers and administrators in designing programs, projects, and activities that can improve learners’ performance and promote more targeted instruction.
This concern is similarly highlighted by the Second Congressional Commission on Education (Edcom 2), which documented Filipino learners' proficiency plummeting from 30.52% in Grade 3 to just 0.47% by Grade 12, citing DepEd data from 2023-2025 that traces this decline to failures in mastering foundational competencies like letter recognition, basic reading, and simple numeracy during early schooling (Santos et al., 2025). In the classroom context, these weaknesses are evident when learners fail to submit or finish tasks on time because they have not developed consistent study habits. Without routines for organizing materials, managing time, reviewing lessons, and keeping track of deadlines, learners become easily distracted and unable to keep up with classroom expectations. As a result, assignments, projects, and other school requirements are often unfinished or submitted late, affecting both academic performance and learner confidence.
A problem exists in parental engagement. Parents play a vital role in reinforcing study habits, monitoring school tasks, and creating a supportive home environment, yet when they do not regularly check assignments, encourage reading, or guide their children in completing schoolwork, learners often become less motivated, less disciplined, and less responsible in meeting academic demands. This lack of support commonly leads to weak study routines, unfinished tasks, and poor classroom performance. In addition, parental disengagement may contribute to emotional and behavioral difficulties, as children who receive little academic guidance at home may feel less valued, less confident, and less prepared to face school challenges. Distractions such as excessive gadget use, lack of a quiet study space, and limited supervision further weaken learners’ focus and delay academic progress (Amerol and Basmayor, 2025).
In response to these pressing concerns, this research aimed to determine the levels of learning routines and parental engagement in relation to RAM performance among Grade 5 and 6 learners in the District of San Joaquin North, serving as basis for a comprehensive development plan that addresses existing gaps and promotes improved academic achievement among learners.
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