IMCC Journal of Science

Abstract: 

This case study investigates the role of parents in supporting the academic achievement of high-performing learners enrolled in the Special Science Elementary School (SSES) program at Iligan City Central School (ICCS) in Northern Mindanao, Philippines. Utilizing participatory action research, the study gathered insights from key stakeholders, including parents, teachers, SSES coordinators, and the Education Program Supervisor, through in-depth interviews. Findings reveal that parental involvement extends beyond traditional support, encompassing roles as motivators, role models, and active academic collaborators. Parents contributed to their children’s learning by establishing structured routines at home, offering emotional guidance, and participating directly in academic tasks. These efforts significantly enhanced students’ confidence, critical thinking abilities, and overall academic performance. Learners exhibited sustained motivation and discipline, leading to achievements in both national and international academic competitions. The study recommends capacity-building programs for parents, the formal integration of parental engagement into school policies, and further research on the long-term effects of parent-led academic support in the SSES context.

Keywords: academic achievement, parental engagement, participatory action research, Special Science Elementary School (SSES)