PARENTAL INVOLVEMENT AND SOCIAL SKILLS DEVELOPMENT OF SECOND YEAR BEED STUDENTS: BASIS FOR ACADEMIC SUPPORT

This study examined the relationship between parental involvement and the social skills development of 30 second-year BEED students at St. Peter’s College during the school year 2023-2024, using a quantitative approach with face-to-face surveys. The survey explored parental involvement in social interaction, learning experiences, and decision-making, alongside students’ social skills in educational settings, school success, and peer interactions. Data analysis, employing descriptive statistics such as frequency, mean, Pearson correlation, and ANOVA, revealed that most respondents were female and aged 19-21. Learning experience scored highest for parental involvement, while peer influence ranked highest for social skills development. A significant positive correlation was found between parental involvement and social skills development, particularly in education and peer relationships, with demographic factors like age, gender, parents' occupation, and economic status showing consistent benefits of parental engagement. The study highlights the critical role of active parental involvement in enhancing students’ social and academic outcomes, recommending increased parental support and further research to explore these dynamics across diverse populations and longer time frames.