Parental Involvement and Academic Performance of the Grade 1 Learners During the Academic Transition of Face-to-face Classes in Baring Elementary School

Early childhood is a vital stage in a young child's growth, encompassing linguistic, cognitive, social, emotional, and physical development. This study determined the parental involvement and academic performance of the Grade 1 Learners during the academic transition of the face-toface classes in Baring Elementary School in Lapu-Lapu City Division for the school year 2022- 2023 as the basis for an enhancement plan. A descriptive-correlational research design was utilized using the adapted questionnaire administered to 51 selected parents using universal sampling. Gathered data were treated using frequency, simple percentage, weighted mean, standard deviation, Chi-square test of independence, and ANOVA. Results showed that most parents aged 31-35, females, married, and most fathers had attained elementary level while high school graduates for the mothers. The fathers' occupation was fishermen, while housewives were mothers and had a maximum of 1-3 children. Moreover, the results on the level of parental involvement showed that parenting, learning at home, decision-making, and familiarity with school information and communication were often. Consequently, parental participation during the academic transition to face-to-face classes was high. Furthermore, their academic performance was satisfactory in Mathematics, English, and Filipino, while very satisfactory in Araling Panlipunan. The correlational analysis showed that parental involvement and academic performance of Grade 1 learners were insignificant. Lastly, there was no significant difference in the academic performance of the Grade 1 learners when grouped by the parents’ profile. The proposed enhancement plan is recommended for implementing strategies to enhance parental involvement in moderate-engagement areas.