Parent–Child Social Interaction in the Home Environment:Insights from Elementary Education

This study examined the level of parent–child social interaction among Junior High School and Senior High School students at Lyceum of Aparri, Aparri, Cagayan. Specifically, it assessed parent–child social interaction in terms of communication, emotional support, shared activities, and discipline and guidance, and determined whether significant associations existed between parent–child social interaction and respondents’ age, sex, and grade level. The study employed a quantitative-descriptive research design involving 100 student respondents. Data were collected using a structured questionnaire and analyzed using descriptive statistics, including means, and the chi-square test to examine associations between respondents’ profile variables and parent–child social interaction. The findings revealed that parent–child social interaction was generally rated high. Emotional support emerged as the strongest dimension, followed by communication and discipline and guidance. Shared activities received a moderate rating, indicating that opportunities for shared family experiences were comparatively less consistent than other aspects of parent–child interaction. The results further showed no statistically significant associations between parent–child social interaction and respondents’ age, sex, or grade level based on the reported chi-square test results. These findings suggest that students generally perceived their interactions with their parents positively, particularly in terms of emotional connection, communication, and guidance. However, shared activities, including eating together and studying together, may warrant greater attention. The study highlights the importance of fostering supportive family relationships through open communication, emotional availability, fair discipline, and meaningful shared experiences. Strengthening these aspects may help promote a supportive home environment for children and adolescents.