The Mediating Effect of Parental Involvement on the Relationship Between Teacher Support and Student Motivation in Learning Science

The main purpose of this study is to determine the mediating effect of parental involvement on the relationship between teacher support and student motivation in learning science. The respondents of this study were the 101 Grade 12 students of Samal Senior High School in Island Garden City of Samal who were selected through universal purposive sampling. It utilized a descriptive-correlational design with mediation analysis. The researcher used a three-part survey questionnaire, and the data was treated using Mean, Pearson-r, and mediation analysis. The results revealed that teacher support directly affects student motivation, and parental involvement significantly mediates the relationship, with an indirect effect estimated at 0.114 (SE = 0.0371, z = 3.07, p < 0.01). The direct effect of teacher support on student motivation is statistically significant, estimated at 0.544 (SE = 0.0637, z = 8.54, p < 0.001), and has yielded a highly significant total effect of 0.658 (SE = 0.0592, z = 11.12, p < 0.001), highlighting the strong impact of both teacher support and parental involvement on student motivation in learning science. Therefore, it is recommended that teachers build a positive relationship with parents to create an innovative classroom action plan with them as part of the school’s developmental plan program. Also, parents should be committed to their children’s needs. In this regard, students can be stimulated through science activities, webinars, training, or lectures provided by the school administrator and teachers to boost their interest in learning the subject.