HomeAIDE Interdisciplinary Research Journal vol. 2 no. 1 (2022)

Extents of the Impact of Parental Involvement and Family Engagement on Socio-Emotional Learning of Selected Elementary Students

Michael San luis MArtin

Discipline: Social Science



The study aimed to determine if the extent of parental involvement and family engagement impacted the socio-emotional learning of the selected elementary students in Sarangani Province. Its framework was derived from the ideas for each type of family involvement and engagement created by Epstein and her colleagues in 2002 and Dunst’s model of family empowerment, also of the same year. Parental involvement’s components were parenting skills, home learning, and decision making, while the components of family engagement were information dissemination about school programs, volunteerism, and community collaboration. The socio-emotional learning components measured by the students were self-awareness, self-management, responsible decision-making, relationship skills, and social awareness. The research design utilized in this study was the descriptive correlational design. Based on the findings using the XML Analysis Toolpak through Google Sheets to analyze the collected data, the researcher concluded that there was no significant relationship between parental involvement, family engagement, and socio-emotional learning. Also, there was no significant difference in the parent-respondents’ parental involvement and family engagement when grouped according to the parental role, gender, marital status, highest educational attainment, employment status, and monthly income. However, there was a significant difference in family engagement when grouped according to age (whereas there is none from parental involvement as to age). Finally, there was no significant difference in the socio-emotional learning of students when grouped according to gender, age, and grade level. It was recommended to promote a home environment that supports the student’s academic, social, and emotional needs, as well as for parents to be more participative and cooperative with school and community programs that will further address the needs of their children.