The academic performance of students is valued by parents, teachers, administrators, and the public. The main objective of this study determined the omains of involvement of parents and teaching strategies of teachers which significantly influence the academic performance of students. It looked also into involvement of parents, teaching strategies of teachers, and academic performance of students in Mathematics. This study used non-experimental quantitative research design utilizing descriptive correlational approach. The students were 100 public junior high school students, chosen through simple random technique using the fishbowl method. The data were analyzed using mean, Pearson product-moment correlation coefficient, and linear regression. Results revealed that significantly high involvement of parents, very high teaching strategies of teachers, and low academic performance of students. It was found that there is a significant relationship between involvement of parents and ic performance of students, but no significant relationship between teaching strategies of teachers and academic performance of students. More so, involvement of parents in terms of educational expectations influenced academic performance of students. It implied that students are expected by their parents to be literate to succeed in life and even graduate from high school. It was recommended to reinforce parental expectation in terms of their academic to monitor their child school standing so that students can perform well in school.