Parental Involvement, Student-Teacher Relationship and Academic Performance of Students in Mathematics

Source abstract

This study determined the academic performance of 256 Grade 12 senior high school students and examined its relationship with parental involvement and student–teacher relationship in one senior high school in Negros Occidental during school year 2026–2027. A quantitative descriptive-correlational design was employed. Data on parental involvement were gathered using a questionnaire adapted from Lachica (2024), while student–teacher relationship was measured using the Teacher–Student Relationship Questionnaire developed by Hamidizadeh et al. (2026), with appropriate contextual adaptations. Academic performance was determined using the students' average grades in Mathematics. The findings revealed a high level of parental involvement, a very good level of student–teacher relationship, and a very satisfactory level of academic performance. A significant relationship was found between parental involvement and academic performance. However, no significant relationship was found between student–teacher relationship and academic performance. The study recommends that parents continue providing encouragement, monitoring academic progress, and supporting their children's development. Teachers are likewise encouraged to provide academic guidance and emotional support to promote students' well-being, confidence, and positive educational experiences. The findings emphasize the importance of collaborative support among parents, teachers, and students in fostering holistic student development.