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Published in
Academic Frontiers
Parental Involvement in Educational Advocacy on Improving Academic Performance of 4Ps Beneficiaries
ACADEMIC FRONTIERS Multidisciplinary e-Publication, 1(2), 8-15, ISSN: 3082-4400, 2025.
Recommended Citation:
Robas, J. A. (2025). Parental Involvement in Educational Advocacy on Improving Academic Performance of 4Ps Beneficiaries. In ACADEMIC FRONTIERS Multidisciplinary e-Publication (Vol. 1, Number 2, pp. 8–15). Lakbay-Diwa Publishing. https://doi.org/10.5281/zenodo.15782605
Author(s)
Robas, Jeryl Ann
Abstract
This study investigates how parental involvement and educational advocacy influence the academic performance of Pantawid Pamilyang Pilipino Program (4Ps) beneficiaries at Buhang Elementary School, Magallanes, Agusan del Norte. Grounded in Vygotsky's socio-cultural theory and Bronfenbrenner's ecological systems theory, the research highlights the significance of parental support and the learning environment. A quantitative survey was employed to gather data from 30 parents/guardians of 4Ps students. Results revealed that although parents acknowledge their educational roles, socio-economic challenges and limited time often hinder active engagement. Teachers emerged as crucial enablers of advocacy and support, guiding parents in monitoring and engaging with their children's academic needs. The study introduced Project PARENTS—Promoting Active Responsibility and Engagement through Nurturing, Training, and Support—as a strategic intervention to address awareness, communication, and participation gaps. This multi-activity initiative, including parenting workshops, PTCs, and family advocacy campaigns, aims to strengthen home-school collaboration. The study concludes that improving academic performance among 4Ps beneficiaries requires a holistic approach centered on empowering parents and building strong partnerships between schools and communities.
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