More Than Homework Help: Filipino Secondary Students’ Lived Experiences of Parental Involvement and Academic Performance
DOI:
https://doi.org/10.64612/ijev.v1i1.52Keywords:
Parental involvement, academic success, Filipino students, emotional support, learner autonomyAbstract
This qualitative phenomenological study examined Filipino students' experiences with parental engagement and its relationship to academic success. Using interpretive phenomenology, the study looked into how students understood and made meaning of their parents' engagement in their schooling. Participants were selected specifically, and data were collected through semi-structured interviews. Thematic analysis was then conducted, employing phenomenological techniques such as bracketing, horizontalization, and meaning clustering. The findings demonstrated that learners frequently regarded parental involvement as relational engagement and emotional support, rather than simply academic oversight. Four significant themes emerged: children's growing autonomy, parental expectations that serve both as pressure and motivation, academic performance monitoring, and parents' emotional presence. Although academic monitoring and expectations were perceived as potentially thrilling but also possibly stressful when deemed excessive, learners consistently identified understanding and encouragement as the most beneficial sorts of involvement. The study found that parental involvement had a greater emotional impact on learners' motivation and self-image than parents' behaviors alone, underscoring the need for autonomy-supportive engagement that aligns with children's developmental needs.
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