📄 Abstract
This study determined the implications of family engagement on the learning outcomes of secondary students in Social Studies in selected public secondary schools in Cluster 1 Sub-Offices, Division of Laguna, during the School Year 2024–2025. It specifically examined the profiles of student and parent respondents, the extent of school interventions in terms of programs, projects, and activities, the level of family involvement in these interventions, and the students’ learning outcomes in Social Studies. A descriptive-correlational research design was employed, utilizing survey questionnaires and students’ academic performance records. Data were analyzed using frequency and percentage distribution, weighted mean, and regression analysis to determine relationships among variables. Findings revealed that most student-respondents were aged 14–15 and were slightly dominated by females. Parent-respondents were mostly aged 31–50 years old, indicating active parenting age groups capable of providing academic support. School interventions in terms of programs, projects, and activities were consistently implemented across schools, but the extent of family involvement was generally moderate, interpreted as “Sometimes,” particularly in academic support-related activities such as literacy assistance at home. Students demonstrated satisfactory learning outcomes in Social Studies, reflected in both academic performance and critical thinking skills, interpreted as Agree. The study further revealed that family involvement has a significant positive effect on students’ learning outcomes, especially when supported by school activities and interventions. However, parental participation was stronger in school-based and community-oriented activities and weaker in direct academic support at home. The study concludes that family engagement, when effectively supported by school interventions, plays a vital role in improving students’ academic achievement and critical thinking skills in Social Studies. It recommends strengthening home-based academic support programs and enhancing structured school-family partnerships to improve learner outcomes further and maximize the impact of parental involvement in education.
📚 How to Cite:
Glaiza Cadapan Porcincula , STRUCTURAL FUNCTIONALIST PERSPECTIVE ON FAMILY INVOLVEMENT, SCHOOL INTERVENTIONS, AND LEARNING OUTCOMES OF SECONDARY SOCIAL STUDIES STUDENTS , Volume 11 , Issue 6, June 2026, EPRA International Journal of Research & Development (IJRD) , Pages: 353 - 360 ,