Barriers To Parental Involvement and Learning Outcomes of High School Learners in Zone III, Schools Division of Zambales

Abstract

This study examined the barriers to parental involvement and the learning outcomes of high school learners in Zone III, Schools Division of Zambales during the school year 2025 – 2026. It utilized the descriptive-correlational research design with 172 respondents selected through simple random sampling. Data on barriers to parental involvement and learning outcomes of learners were gathered using a validated researcher-designed questionnaire. Findings revealed parents prioritize work over school involvement and academic success. This study also revealed that parents fail to attend school meetings and miss school activities due to work. Meanwhile, learners persist despite academic challenges, interact positively with peers, show progress in assessments, and earn recognition for performance were occasionally demonstrated. Significant differences were found in the assessment of barriers to parental involvement when grouped according to selected profile variables, particularly sex, age, and length of service. Likewise, significant differences were identified in the learning outcomes of learners when grouped according to age and teaching position. Moreover, the study established a significant relationship between barriers to parental involvement and learners’ learning outcomes. Based on the results, an action plan was developed to address the identified barriers and improve learner outcomes. This study recommends flexible parent engagement strategies, culturally responsive programs, improved communication systems, alternative participation options, stronger learner motivation strategies, participatory teaching approaches, academic support systems, and inclusive recognition programs.