Parental Involvement, School Engagement, and Online Learning Satisfaction of Junior High School English Learners
Narell Tricia Ouano
Received: 06 April 2026; Revised: 29 June 2026; Accepted: 05 July 2026; Published: 09 July 2026
DOI: https://doi.org/10.66074/M5Z2Q6V8
Abstract
This study explored the parental involvement, school engagement, and online learning experiences of Junior High School learners during COVID-19 pandemic among Catholic institutions in Davao City. This descriptive-correlational study involved 232 Grade 10 junior high school English learners selected through total enumeration sampling technique from the three private institutions in Davao City. Utilizing the adapted and validated questionnaires and the statistical tools such as mean, standard deviation, Pearson-r Correlation, and multiple regression analysis, findings revealed that the level of parental involvement, school engagement, and online learning experience satisfaction of the respondents were high. Furthermore, parental involvement and school engagement positively correlate with students’ online learning experiences. As a regression model, the rsquare of .455 implies that 45.5 percent of the variation in satisfaction with online learning experiences can be attributed to the combined influence of parental and school engagement.
Keywords: Catholic private schools, descriptive-correlation deisgn, English learners, junior high school students, online learning experience, parental invovlement, school engagement
Author Information: University of the Immaculate Conception, Davao, Philippines; nouano@uic.edu.ph
Volume 2, Issue 3, September 2026