IJELI Published Article Details

Abstract This study examined the influence of parental involvement on the reading ability and scholastic achievement of pupils at Lipata Elementary School in Surigao City, Philippines. A descriptive-correlational research design was employed to analyze the relationship between parental engagement and pupils’ performance. Data were gathered from parent-respondents through a validated questionnaire and from school records, including results of the Comprehensive Rapid Literacy Assessment (CRLA), the Philippine Informal Reading Inventory (Phil-IRI), and the pupils’ General Weighted Average (GWA). Descriptive statistics summarized the demographic profiles of respondents and levels of involvement, while Pearson’s correlation coefficient tested associations between parental involvement and performance indicators. Results revealed that parental involvement across all dimensions was consistently rated as often influential, with parent-child reading together, support for learning, and regular school-related discussions showing the strongest associations with reading ability and academic achievement. Significant relationships were also found between parent-child discussions and reading performance, and between shared reading activities and scholastic performance. These findings underscore the importance of fostering home-school collaboration to strengthen literacy development and overall academic success.