ABSTRACT
This study examined the extent of parental involvement in kindergarten education and its influence on the academic performance of the learners. It described the profile of kindergarten parents in terms of socio-economic status, educational background, and occupation; determined the extent of parental involvement along volunteering, decision-making, and collaboration with the community; and assessed the level of influence of parental involvement on learners’ academic performance in terms of parenting, communicating, and learning at home. It further investigated whether significant relationships exist between parents’ profile and the extent of parental involvement, as well as between parents’ profile and the level of influence on learners’ academic performance. The results of the study served as the basis for the development of a parental guide intended to strengthen home–school partnership in kindergarten education.
The study employed a descriptive-correlational research design. Data were gathered from kindergarten parents through a researcher-made questionnaire and analyzed using frequency, percentage, weighted mean, and chi-square test. The data were presented, analyzed, and interpreted to answer the specific problems of the study and to guide the formulation of the proposed parental guide.
Keywords: Parental involvement, kindergarten education, academic performance, parenting, communication, learning at home
INTRODUCTION
Kindergarten marks a child’s first step into the world of formal education, serving as a bridge between early childhood and the structured setting of elementary school. This stage is crucial for developing foundational academic skills, social-emotional competencies, and positive attitudes toward learning. During these formative years, children begin to cultivate curiosity, cooperation, and confidence qualities that will shape their lifelong educational journey. Research consistently underscores that the quality of early educational experiences has a lasting impact on children’s academic success and overall well-being. Thus, kindergarten education must not only focus on academic instruction but also on the holistic development of every learner.
The significance of parental involvement is also emphasized in several legal bases governing Philippine education. Republic Act No. 9155, also known as the Governance of Basic Education Act of 2001, decentralizes the management of the basic education system and strengthens the role of stakeholders including parents in promoting quality education. The law underscores that education is a shared responsibility among schools, families, and communities. It envisions an education system that is “learner-centered,” with active participation from parents and local government units in planning and implementing educational programs.
In this context, the present study seeks to explore the extent and impact of parental involvement in kindergarten education, with the aim of identifying barriers, strategies, and opportunities for improvement. Anchored on national education laws and grounded in actual classroom experiences, this research will provide empirical insights that may guide policymakers, school administrators, and teachers in developing programs that foster stronger partnerships with parents.
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