Parent-child communication factors and the learning domains of the senior high school students in Divine Word College of San Jose

This study utilized a descriptive-correlational research design to determine the relationship between parent-child communication factors and the learning domains of Senior High School students in Divine Word College of San Jose during the academic year 2023 -2024.A randomly selected 204 students participated in the survey questionnaires.The findings show that the respondents were dominated mainly by firstborn children, females, with a general weighted average (GWA) of 91-95, and Grade 12 STEM students.Regardless of their personality type (introverted, extroverted, or a combination), SHS students are esteemed and honored by their parents.Students can fulfill their responsibilities without gender bias influencing their actions.Results revealed no significant relationship between respondent profiles-such as birth order, gender identity, general weighted average, and Senior High School strands-and the learning domains.However, a significant relationship was found between parent-child communication factors and the learning domains.Factors investigated included helicopter parenting, parent-child comfort level, personality gap, gender dynamics, and sibling order treatment, all relevant to students' learning domains.The study indicates that students generally maintain a healthy communication status with their parents, positively affecting their learning performance.This study recommends that parents encourage transparent dialogue and cultivate an environment devoid of gender stereotypes, dismissal of individual traits, reluctance to discuss sensitive subjects, and partiality among their children.Thus, it highlights the intricate influence of communication factors between parents and children on academic outcomes across various learning domains, underscoring the importance of effective parent-child communication in enhancing student learning experiences.