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

Early childhood is considered a crucial period for a young child to develop linguistically, cognitively, socially, emotionally, and physically. This study determined the parental involvement and academic performance of the Grade 1 learners during the academic transition of the face-to-face classes in Pangan-an 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 to 42 parents selected 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 26-35, females, married, and most fathers had attained elementary level while high school graduates for the mothers. On the other hand, the fathers' occupation was fishermen, while the mothers were housewives, with a maximum of 4-6 children in the family. Moreover, the level of parental involvement showed that parenting was very high, while learning at home, decision-making, and familiarity with school information and communication were high. Hence, parental involvement during the academic transition to face-to-face classes was high. The proposed enhancement plan is recommended for implementing strategies to enhance parental involvement in moderate-engagement areas.