Parental Home-Based Learning Involvement and Teacher Instructional Support as Correlates of Pupil Academic Engagement

Authors

  • Ruth N. Cedeño Department of Education, Province of Cebu, Philippines Author
  • Janeth L. Lacostales Cebu Technological University – Barili Campus, Barili, Cebu, Philippines Author
  • Katrin Mae L. Dantes Department of Education, Province of Cebu, Philippines Author
  • Norinyl A. Malazarte Department of Education, Province of Cebu, Philippines Author
  • Vicar R. Antiquina Sibonga Christ-Centered Agape Academy Inc. Author
  • Earl M. Alterado Department of Education, Province of Cebu, Philippines Author
  • Danilo L. Libradilla Department of Education, Province of Cebu, Philippines Author

Keywords:

Parental Involvement, Teacher Instructional Support, Pupil Academic Engagement, Instructional Provisioning, Home-Based Learning

Abstract

This study examined parental home-based learning involvement and teacher instructional support and their relationship with pupil academic engagement. It also determined the predictive influence of parental involvement and teacher support on pupils’ academic engagement and developed a Parental Involvement and Teacher Support Action Plan based on the findings. The study involved 80 parent-respondents. Data were analyzed using weighted mean, standard deviation, Pearson product-moment correlation, and multiple regression analysis. Findings revealed that parental home-based learning involvement was very high, with homework supervision, home structured routines, and academic parenting receiving high ratings. Teacher instructional support was also very high across learning guidance, home-school communication, and instructional provisioning. Similarly, pupil academic engagement was very high across behavioral, emotional, and cognitive dimensions. Overall parental home-based learning involvement had significant positive relationships with behavioral, emotional, cognitive, and overall academic engagement. It was also significantly related to learning guidance, home-school communication, and overall teacher instructional support, but not to instructional provisioning. Teacher instructional support was significantly associated with pupils’ behavioral, emotional, cognitive, and overall academic engagement. Regression analysis showed that instructional provisioning was the only significant individual predictor of pupil academic engagement (β = .312, p = .007). The study concluded that strong parental involvement and teacher support are associated with higher pupil academic engagement, while the availability and appropriateness of instructional resources have significant predictive influence. Based on these findings, a Parental Involvement and Teacher Support Action Plan was developed focusing on structured home-learning routines, home-school communication, instructional provisioning, learner engagement, collaborative monitoring, and accessible support.

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Published

10-11-2026

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Vol. 1 No. IV (2026): November 2026

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Volume 1, Issue 4 (November 2026)

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Articles published in the Journal of Advanced Multidisciplinary Studies (JAMS) are licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0), unless otherwise stated. Authors retain copyright of their work and grant JAMS the right of first publication.

How to Cite

Parental Home-Based Learning Involvement and Teacher Instructional Support as Correlates of Pupil Academic Engagement (R. N. Cedeño, J. L. L. Lacostales, K. M. L. Dantes, N. A. Malazarte, V. R. Antiquina, E. M. Alterado, & D. L. Libradilla, Trans.). (2026). Journal of Advanced Multidisciplinary Studies (JAMS), 1(IV), Page 338-361. https://jamsjournal.org/JAMS/article/view/937

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