This study investigates the relationship between parental involvement, students social behavior, and academic achievement of secondary students at Cavite State University - Silang Campus, Laboratory Science High School in the Philippines. The study collects data from secondary students using a descriptive correlation method. Based on the results of the study, cognitive parental involvement was rated relatively higher by the parents and showed a significant pattern relative to its impact on academic achievement. while students social behavior towards their teacher has a high extent level while students social behavior towards their classmate has a moderate level and the academic achievement of the students based on their first quarter grade noted in the average level for some students. The study determined an affirmative relationship between students social behavior towards their teacher during the teaching and learning process. This underlined the necessity of conducting relevant social activities and programs for parents and students towards their classmates to improve their social skills and help them in fostering harmonious relationships related to scholastic content in order to enhance their academic achievement while promoting good camaraderie. In essence, the study emphasizes the implication of personal and behavioral parental involvement, and students social behavior towards their teacher and classmate as related to their academic achievement in improving caliber education in the university. The findings suggest that university administrators should plan out sufficient social learning activities and programs for students, parents, and teachers to help them engage in their teaching and learning process effectively and harmoniously. This can greatly benefit the students, parents, teachers, and the entire institution as well as the community.

parental involvement

students' social behavior

academic achievement