Abstract

Parental involvement plays a vital role in students’ academic achievement, particularly in STEM-related disciplines such as science (Cox, 2012). Despite its importance, a lack of validated instruments remains to measure parental involvement in science learning among STEM students specifically. This study aimed to design and validate a Parental Involvement Rating Scale (PIRS) to assess the extent of parental engagement and its influence on students’ learning in science. A quantitative research design utilizing Exploratory Factor Analysis (EFA) was employed to determine the factorial validity and reliability of the instrument. The study involved 200 STEM students from Compostela National High School and Nabunturan National Comprehensive High School in Davao de Oro. Data were gathered using a 60-item researcher-made questionnaire that underwent expert validation and pilot testing. The results of the EFA revealed four reliable factors: Parental Guidance and Support, Parental Provision of Physical Facilities and Environment, Parental Decision-making and Encouragement, and Parental Aspiration, explaining a total variance of 57.4%. The KMO value was high at 0.942, and the Bartlett’s Test was significant (p < .001). The validated PIRS demonstrated strong psychometric properties and provides educators, researchers, and policymakers with a reliable tool for assessing parental involvement and enhancing Science learning among STEM students.