Parental involvement and learning competency in TLE of intermediate pupils in loctugan integrated school

This study aimed to determine the extent of parental involvement in Technology and Livelihood Education (TLE) and its relationship with the learning competency of intermediate pupils. A descriptive-correlational research design was employed with 183 Grades 4, 5, and 6 pupils from Lactogen Integrated School, Roxas City Division, Philippines, during the 2020–2021 school year. A researcher-made survey questionnaire measured parental involvement in terms of cognitive development and skills development using a five-point Likert scale. Pupils’ learning competency was obtained from first grading period scores based on DepEd Order No. 8, s. 2015. Data were analyzed using frequency, percentage, mean, t-test, one-way ANOVA, and Pearson r. Results showed that parental involvement was “high” overall (grand mean = 3.96), with cognitive development (3.97) slightly higher than skills development (3.94). The majority of pupils (55.7%) achieved “very satisfactory” learning competency. Significant differences in parental involvement were found only by father’s educational attainment (p = 0.024), while significant differences in learning competency were found only by age (p = 0.040). No significant differences were observed for sex, mother’s educational attainment, or family monthly income. Furthermore, no significant relationship was found between the extent of parental involvement and pupils’ learning competency in TLE (r = -0.002, p = 0.976). The study concludes that while parents are highly involved in their children’s TLE education, this involvement does not directly translate to higher learning competency, suggesting that other factors may mediate academic performance in TLE.