The Mediating Role of Homework Completion on the Relationship Between Screentime, Parental Reading Involvement and Reading Comprehension Among Grade 3 Learners

Authors

  • Jessielyn S. Diamonon Department of Education Region XII, Division of General Santos City, GSC Elementary School for the Arts, Philippines
  • Fredgie P. Pasco, EdD Ramon Magsaysay Memorial Colleges image/svg+xml

DOI:

https://doi.org/10.63671/ijeir.v2i3.134

Keywords:

mediating effect, homework completion, screentime, parental reading involvement, reading comprehension, Grade 3 learners, quantitative, descriptive correlation, Philippines

Abstract

This study examined the mediating role of homework completion in the relationship between screen time, parental reading involvement, and reading comprehension among Grade 3 learners. Using a quantitative non-experimental correlational design, the study involved Grade 3 learners from seven public elementary schools in Apopong District. From a total population of 284 learners, 167 participants were selected through stratified random sampling technique to ensure representativeness and manageable data collection. The findings revealed that screen time among learners was moderately high, while parental reading involvement and homework completion were generally high. Despite this, most learners were classified at the frustrational level in reading comprehension, suggesting that many still struggle with reading tasks and require continuous academic support. Further analysis showed significant relationships among screen time, parental reading involvement, homework completion, and reading comprehension. These results indicate that both home-related factors and learners’ study behaviors are closely associated with reading performance. Moreover, path analysis demonstrated that homework completion partially mediated the relationship between parental reading involvement and reading comprehension. Parental support boosts children’s reading skills directly and indirectly by encouraging consistent homework, emphasizing the value of active engagement and structured academic support at home for better reading development and educational outcomes.

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Published

2026-07-06

Issue

Vol. 2 No. 3: July-September 2026

Section

Articles

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Copyright (c) 2026 International Journal of Educational Innovations and Research

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This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Diamonon, J. S., & Pasco, F. P. (2026). The Mediating Role of Homework Completion on the Relationship Between Screentime, Parental Reading Involvement and Reading Comprehension Among Grade 3 Learners. International Journal of Educational Innovations and Research, 2(3), 86-106. https://doi.org/10.63671/ijeir.v2i3.134

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