Parent-school partnership: A collaborative approach to student learning and achievement in mathematics

Source abstract

This research assessed the parent-teacher partnership in relation to the learning and achievement in Mathematics among Grade I learners at Don Vicente Rama Memorial Elementary School, Cebu City, during the school year 2024-2025, aiming to create a collaborative guide. The study reveals that most teachers are female, aged 51 and above or 21-30 years old, married, and hold a Master’s degree or are pursuing advanced studies. The majority have over six years of service and received a “Very Satisfactory” performance rating, with a focus on district-level training. The findings show strong communication and parental involvement in mathematics learning, rated as “Always,” while collaborative efforts between school and home were rated as “Often,” indicating room for improvement. Most Grade I learners demonstrated mastery in key math competencies, but some struggled with certain subtraction problems, highlighting areas for additional support. The study also found a significant positive relationship between the extent of parent-school partnership and students’ academic performance in mathematics, emphasizing the value of effective partnerships in enhancing student outcomes. Key issues in parent-school collaboration included lack of parental involvement, socioeconomic challenges, inconsistent follow-through, limited volunteer participation, cultural differences, and teacher workload. These concerns impact the effectiveness of collaboration. Overall, the study highlights the importance of fostering strong parent-school partnerships for improved student achievement and addressing challenges to ensure successful collaboration.