Improving Homework Completion Rates through Effective Parental Involvement Method

Abstract

Aims: This study explored the lived experiences of parents who assisted their Grade 7 children with homework in a rural Philippine community. It examined the strategies, challenges, and perceived outcomes of parental involvement in academic tasks. Study Design: A qualitative descriptive phenomenological design was used to examine parents’ perspectives. Their accounts were analysed thematically to identify and interpret recurring themes. Place and Duration of Study: The study was conducted at Capacujan National High School in Palapag, Northern Samar, during the 2024–2025 school year. Methodology: Seven parents were purposively selected based on their consistent assistance with homework. Semi-structured interviews were conducted in the participants’ homes and addressed family background, parental involvement, challenges, positive experiences, and the balancing of responsibilities. The interviews were recorded, transcribed, and analysed using Braun and Clarke’s six-phase thematic analysis process. Ethical standards were observed, and informed consent, confidentiality, and voluntary participation were ensured. Results: Five major themes emerged: (1) parental guidance and explanation, through which parents clarified instructions and provided scaffolding; (2) the use of external learning resources, including digital tools and books; (3) encouragement of independence in homework completion; (4) communication with teachers and classmates to clarify tasks and monitor progress; and (5) the perceived impact of parental involvement on grades, study habits, and motivation. Conclusion: Parental involvement was experienced as a collaborative and balanced process that supported homework completion while gradually developing students’ independence and confidence. Although parents perceived improvements in academic performance, the findings represent reported experiences rather than measured outcomes.