Influence of Parental Involvement and Classroom Environment on Socio-Emotional Learning Among Elementary School Students

This study aimed to determine the domain of parental involvement and classroom environment that significantly predicts the students’ socio-emotional learning at elementary schools in Lapaz, Agusan del Sur. The research employed a quantitative descriptive-correlational research design, utilizing a survey questionnaire as the primary data-gathering tool. The respondents were the randomly selected 169 Grade VI pupils through a stratified random sampling technique. The data collected were analyzed using statistical methods such as mean, pearson r, and multiple regression analysis. The results showed that parental involvement, classroom environment, and socio-emotional learning were perceived at high levels. Moreover, both parental involvement and classroom environment have a significant relationship with socio-emotional learning. Furthermore, the dimensions of parental involvement namely, parental love and guidance, parent-teacher communication, and parental satisfactory were significant predictors of socio-emotional learning. Meanwhile, the dimension of classroom environment namely, student cohesiveness, teacher support, cooperation, and innovation were the significant predictors of socio-emotional learning.  These results highlighted the essential role of parents and learning environment in fostering a high level of socio-emotional learning among students.