Home⇛Global Journal of STEM Education & Management Research⇛vol. 2 no. 1 (2026)

Parents’ Als Education And Its Implication To Children’S Academic Performance

Daphnie Yhen D. Abadies | Heide S. Hofeliña

Discipline: Education

 

Abstract:

This study examined the influence of parents’ participation in the Alternative Learning System (ALS) on their children’s academic performance, motivation, and home-based learning support. Using an explanatory sequential mixed-method design, quantitative data were first collected from a sample of 35 parents (n = 35) through structured survey questionnaires assessing ALS experiences, parental involvement in education, perceived ability to support learning, academic monitoring, home learning support, and reinforcement of educational values. Descriptive statistics and inferential analyses, including Pearson correlation and independent-samples t-tests, were conducted. Results revealed that parents reported very high satisfaction with ALS participation and high involvement in their children’s education. Parents demonstrated strong perceived ability to assist with schoolwork and provide home learning support, though academic monitoring and motivational reinforcement were moderate. Statistical analysis indicated a positive correlation between parental ALS education and children’s academic performance (r = __, p = __), suggesting that greater ALS participation is associated with higher student achievement. While mediation by parental motivation or instructional confidence was considered, the current analysis did not formally test mediation effects. No explicit comparison group was included, although hypothetical contrasts implied in hypothesis 4 suggest the need for future studies to include non-ALS parents for direct comparison. Qualitative interviews supported these findings, showing that ALS participation enhanced parents’ literacy, numeracy, confidence, communication skills, and ability to guide structured home learning routines. Parents reported observable improvements in their children’s study habits, engagement, motivation, and academic outcomes. Overall, findings indicate that parental ALS education strengthens home-based academic support and positively influences children’s learning performance and attitudes, with structured monitoring and consistent motivational practices potentially amplifying these effects.



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