RELATIONSHIP OF MATERNAL HOME-BASED INVOLVEMENT AND EARLY CHILDHOOD ACADEMIC SUCCESS AMONG MOTHERS BARANGAY PASONG TAMO QUEZON CITY

Abstract

Maternal involvement in home-based learning has been widely acknowledged as a significant contributor to children's academic achievement, especially during early childhood. Studies have consistently demonstrated that children perform better academically when their mothers are actively engaged in their education at home. This study seeks to explore the relationship between maternal home-based involvement and the academic success of early childhood students in Barangay Pasong Tamo, Quezon City. It focuses on three essential components of involvement—time, support, and energy—and investigates how each of these influences student performance in written tasks, performance tasks, and quarterly assessments. By examining the role of Filipino mothers in their children's education, the research aims to provide insights into how maternal engagement at home impacts academic outcomes in the early years. This study utilized a quantitative approach by conducting surveys among mothers of young children to explore the relationship between maternal involvement and academic performance. The survey focused on key aspects of involvement such as the amount of time devoted to academic tasks, the level of emotional support provided, and the energy invested in the children’s learning process. Furthermore, the research examined how mothers’ educational attainment may affect their children’s early academic achievements. The results indicated that overall maternal home-based involvement did not have a statistically significant correlation with children’s academic success in this sample (p = 0.5637). In contrast, specific aspects of involvement—such as time dedicated, emotional support, and energy invested—were strongly and positively associated with students’ academic performance (ranging from r = 0.55 to 0.75, p < 0.001). Furthermore, the educational attainment of the mother was a significant factor, with children of college-educated mothers outperforming those whose mothers had only completed high school on standardized assessments. These findings highlight that it is not merely the presence of maternal involvement but the quality and nature of that involvement that significantly impact children’s academic achievement. The findings highlight the importance of implementing well-organized parental involvement programs, strengthening partnerships between home and school, and addressing socioeconomic barriers. Encouraging targeted maternal involvement approaches can enable policymakers and educational institutions to enhance early childhood educational outcomes and overall academic achievement.