Examining the Extent of Parental Involvement on the Academic Performance of the Children with Special Educational Needs

Abstract

This study examined the extent of parental involvement on the academic performance of LSEN in inclusive classroom settings in Lahug Elementary School, Cebu City for school year 2024–2025. The study employed a descriptive–correlational research design. Data were gathered using validated questionnaires administered to teachers and parents of LSEN. Descriptive statistics (frequency, percentage, mean, and standard deviation) were used to analyze demographic profiles and perceived extent of parental involvement, while Pearson’s Product–Moment Correlation Coefficient was utilized to determine the relationship between teachers’ and parents’ perceptions at a 0.05 level of significance. Findings revealed that both teachers and parents generally perceived parental involvement as highly involved in enhancing LSEN motivation and engagement, attendance, development of positive attitude, and behavior and discipline, while academic performance was perceived as moderately to highly influenced. Significant relationships between teachers’ and parents’ perceptions were found in motivation and engagement, improved attendance, development of positive attitude, and behavior and discipline; however, no significant relationship was established in academic performance. Parents reported several challenges to effective involvement, including limited access to learning resources and financial constraints among others. Based on the findings, an action plan was formulated focusing on strengthening home–school collaboration and enhancing parental capacity through training and support. The study concludes that meaningful and sustained parental involvement plays a vital role in the academic and behavioral development of LSEN.