Document Type
Paper presentation
School Name
De La Salle University Integrated School
School Code
ARCH00076
Abstract / Executive Summary
This study explores the impact of student performance reports on parental engagement and their role in supporting student growth. Performance reports serve as a bridge between home and school, providing insights into student progress, behavior, and areas for improvement. Aligned with Sustainable Development Goal 4 (Quality Education), the research examines how these reports contribute to inclusive and equitable education by empowering parents to actively participate in their child’s learning journey. A mixed-methods approach was used, collecting survey data from parents of DLSU Integrated School students. Quantitative data from Likert-scale items measured perceptions of feedback usefulness, communication, and accessibility, while qualitative responses provided deeper insights into parental needs and experiences. Results showed parents valued the reports for supporting learning at home (M = 4.54) and appreciated their convenience (M = 4.53). Lower ratings for communication with teachers (M = 4.29) and report clarity (M = 4.28) highlighted areas for improvement. Parents expressed a need for more frequent reporting, holistic feedback, and individualized recommendations. Refining performance reports with consistent, detailed, and timely feedback can strengthen school-family partnerships and advance SDG 4’s vision of lifelong, high-quality education for all learners.
Keywords:
parental engagement, parent-teacher communication, quality education, school-family partnership, student feedback
Bridging School and Home: The Impact of Student Performance Reports on Parental Engagement
This study explores the impact of student performance reports on parental engagement and their role in supporting student growth. Performance reports serve as a bridge between home and school, providing insights into student progress, behavior, and areas for improvement. Aligned with Sustainable Development Goal 4 (Quality Education), the research examines how these reports contribute to inclusive and equitable education by empowering parents to actively participate in their child’s learning journey. A mixed-methods approach was used, collecting survey data from parents of DLSU Integrated School students. Quantitative data from Likert-scale items measured perceptions of feedback usefulness, communication, and accessibility, while qualitative responses provided deeper insights into parental needs and experiences. Results showed parents valued the reports for supporting learning at home (M = 4.54) and appreciated their convenience (M = 4.53). Lower ratings for communication with teachers (M = 4.29) and report clarity (M = 4.28) highlighted areas for improvement. Parents expressed a need for more frequent reporting, holistic feedback, and individualized recommendations. Refining performance reports with consistent, detailed, and timely feedback can strengthen school-family partnerships and advance SDG 4’s vision of lifelong, high-quality education for all learners.
