Abstract:

This study examined the level of self-regulation and parental involvement and their relationship with academic performance in Physics 1 among Grade 12 Pre-Baccalaureate Maritime Specialization (PBMS) learners in a private maritime school in Bacolod City, Philippines during the first semester of the school year 2024–2025. Employing a descriptive-correlational research design, data were gathered from 110 students selected through stratified random sampling. A validated and reliable researcher-made questionnaire was used to assess self-regulation and parental involvement, while academic performance was based on students’ final grades in Physics 1. Descriptive statistics, Kruskal-Wallis H test, Mann-Whitney U test, and Spearman’s Rank Correlation were utilized for analysis. Findings revealed that PBMS learners demonstrated high levels of self-regulation and very high levels of parental involvement, regardless of socio-economic status or parents’ educational background. However, both self-regulation and parental involvement showed no statistically significant relationship with academic performance in Physics 1. These results suggest that while learners benefit from supportive behavioral and familial factors, other elements—such as instructional quality, cognitive preparedness, and subject-specific strategies—may exert stronger influence on academic outcomes. The study underscores the need for enhanced pedagogical interventions, differentiated instruction, and context-based learning supports to improve academic performance in technical subjects. A peer mentoring enhancement program, Kapit Bisig, is proposed to reinforce collaborative learning. Recommendations are offered for curriculum designers, educators, guidance counselors, and future researchers to address the multifaceted nature of student performance in specialized academic tracks.

Keywords: self-regulation, parental involvement, academic performance, Physics 1, maritime education, PBMS learners, senior high school, peer mentoring