Abstract
This study examined the relationship between parental input in home-based tasks—specifically chore/task assignment and follow-up for task completion—and students’ engagement in classroom activities in selected secondary schools in Fundong Municipality. The study adopted an explanatory sequential mixed-methods design. Quantitative data were collected using a 4-point Likert-scale questionnaire with a reliability coefficient of 0.798, while qualitative data were gathered through a structured interview guide. Quantitative data were analyzed using descriptive statistics and Pearson’s product–moment correlation, whereas qualitative responses were subjected to thematic content analysis. Findings from the first research objective revealed a significant moderate positive correlation between parental task assignment and students’ engagement in classroom work (r = 0.446, p = 0.010). Over 70% of students reported that being assigned home tasks positively influenced their classroom engagement. Interview responses further indicated that parents perceived domestic task assignment as a means of fostering responsibility, discipline, independence, and active participation in school learning. Results from the second objective showed a strong positive correlation between parental follow-up on task completion and students’ classroom engagement (r = 0.618, p = 0.001). Approximately 83% of students acknowledged that parental monitoring and feedback enhanced their attentiveness and participation in classroom activities. Based on these findings, the study concludes that consistent parental involvement in assigning and monitoring home tasks contributes significantly to students’ behavioural engagement in school. It is therefore recommended that parents intentionally assign age-appropriate responsibilities and regularly follow up on task completion, providing guidance and encouragement to promote discipline, self-reliance, and meaningful engagement in classroom learning.
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