External Stakeholders’ Involvement and Intermediate Learner Performance: Academic and Non-Academic Outcomes

This study examined the involvement of external stakeholders in the academic and non-academic performances of intermediate learners in selected public elementary schools in a district in the province of Capiz. Specifically, it determined the level of involvement of barangay officials, parents/guardians, and PTA officers; assessed learners’ academic and non-academic performances; identified differences in stakeholders’ perceptions of non-academic performance; and examined the relationships among stakeholders’ involvement and learners’ performances. The study employed descriptive-correlational and causal-comparative research designs. Data were gathered using a validated and reliable researcher-made Likert-scale questionnaire administered to 203 respondents selected through proportional stratified sampling from a population of 427 participants. Respondents included barangay officials, parents/guardians, and PTA officers from four selected public elementary schools. Findings revealed that external stakeholders’ involvement was generally high, learners’ academic performance was very satisfactory, and non-academic performance was very good. No significant difference existed in stakeholders’ perceptions of learners’ non-academic performance. Likewise, no significant relationship was found between stakeholders’ involvement and academic performance, nor between academic and non-academic performances. However, a strong positive and highly significant relationship existed between stakeholders’ involvement and learners’ non-academic performance. The study concluded that active stakeholder participation significantly contributes to learners’ holistic development, particularly in non-academic aspects, and recommended strengthening collaborative partnerships and learner-centered programs to further enhance learner outcomes.

Stakeholders’ engagement, curricular

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