<![CDATA[This study aims to examine the relationship and contribution of parental involvement in the learning process to elementary school students’ academic achievement. A quantitative approach with a survey design was employed, involving 100 elementary school students as participants. Data on parental involvement were collected using a structured questionnaire, while academic achievement data were obtained from students’ academic records. Data analysis was conducted using descriptive statistics, followed by Pearson correlation and simple linear regression. The results reveal that parental involvement has a positive and significant relationship with students’ academic achievement (r = 0.63, p < 0.01). Furthermore, regression analysis indicates that parental involvement is a significant predictor of academic achievement (β = 0.62, p < 0.01), with a coefficient of determination (R² = 0.3844), suggesting that parental involvement accounts for 38.44% of the variance in students’ academic performance. These findings imply that higher levels of parental engagement—such as assisting with learning, monitoring assignments, and maintaining communication with schools—are associated with better academic outcomes. This study highlights the importance of strong collaboration between families and schools in supporting elementary students’ academic success.]]>
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