This study examines the relationship between perceived parental involvement, family structure, and academic performance among high school students, while also considering family structure as a contextual variable. A quantitative, cross-sectional, correlational study design was employed to collect census data from one hundred fifty students using a ten-item questionnaire that was validated through expert judgment and pilot testing. Academic performance was measured using official grade records, and the data were analyzed using descriptive statistics and Spearman’s rank correlation. In this study, the family environment is operationalized as students’ perceptions of parental involvement, while family structure is analyzed as a separate contextual variable. The results revealed a moderate, positive, and statistically significant association between parental involvement and academic performance (ρ = 0.45, p = 0.01). However, no significant differences in academic performance were observed across family structures (nuclear, single-parent, and extended). The findings suggest that time constraints in single-parent households may limit participation in school-related activities and reduce academic support for students. While these family-related factors are relevant, other variables not examined in this study may also contribute to student achievement. Recommendations include strengthening evidence-based parental support strategies, improving family–school communication, and developing culturally responsive initiatives tailored to vulnerable rural communities. Overall, the study underscores the importance of policies that acknowledge the multifaceted nature of family–school influences on learning.
Molina-Zapata et al. (Tue,) studied this question.