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All Journal International Journal of Multidisciplinary: Applied Business and Education Research
Wenie L. Nahial
Institute of Arts and Sciences
Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Environmental Science Medicine & Pharmacology

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Parental Involvement and Learners’ Achievement: Basis for Action Plan Judith D. Bersabal; Wenie L. Nahial
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 7 No. 3 (2026): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.07.03.16

Abstract

Parental involvement has been noted to have played a vital role in the education of the children in the family. On this regard, the study aimed to determine the parental involvement of the respondents and its relationship to the academic achievement of the respondents’ learners or pupils. Following established research protocols, 88 parents of kindergarten pupils voluntarily participated as respondents in the study. A quantitative descriptive research design was employed, supplemented by a survey questionnaire and a casual interview, to address the study's inquiries. Appropriate statistical tools were used in the analysis of data. The results showed that most respondents were female. The majority of them were young adults from poor and medium-sized families who failed to complete the mandatory basic education offered free by the government. Parental involvement in terms of bonding and bridging was perceived to a high extent, while linking was perceived at a moderate extent. Perceptions of parental involvement focused on the support coming from within the family, as well as that from outside, which can provide an avenue or opportunity for pupils to gain more experiences and grow through social affiliation. Pupils’ achievement was at a very satisfactory performance level. The relationship between parental involvement and pupils’ achievement was found to be negligible, negative, and non-significant. Parental involvement, even if at high extent, does not translate directly to the academic performance of the pupils. Other factors were not accounted for that may have influenced the pupil’s achievement. 
Game-Based Learning and Academic Performance Among Pupils Wenie L. Nahial; Bernice Anne T. Deiparine
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 7 No. 3 (2026): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.07.03.17

Abstract

Existing learning gaps in schools have drawn considerable attention from teachers in public schools in the Philippines. Due to this, teachers employed various teaching approaches to address the pupils' dismal performance. It is therefore the intention of this work to investigate the utilization of a game-based approach in teaching English and its relationship to the academic performance of learners. Following the observance of research protocols, 45 Key Stage 2 teachers voluntarily participated as respondents in the study. A quantitative descriptive research design was employed in this inquiry. A survey questionnaire supplemented with a casual interview was used to gather the required data from the respondents. Appropriate statistical tools were used to produce reliable results. The analysis revealed that the majority of respondents were young adults in the mid-career stage of their teaching profession and had already earned units in a master’s degree program. Large school sizes and at least six (6) trainings attended have the highest counts in their respective groups. The respondents similarly perceived all the indicators to a high extent, producing an overall impression that they always utilized a game-based approach in teaching English among their pupils. At the time the respondents claimed to have always used a game-based approach, the pupils achieved a “Very Satisfactory” performance level. However, the extent of utilization of the game-based approach did not affect or contribute to the academic performance of the pupils. There may be a tendency for academic performance to decline as the utilization of the game-based approach decreases. 
Co-Authors Bernice Anne T. Deiparine Judith D. Bersabal