Parental involvement plays a vital role in shaping students’ academic success and overall educational development. Several studies revealed that parental involvement such as parental educational background, parental supports, socio-economic status, and home learning environment, are some of the factors that enhances students’ academic performance. This research aimed to identify the level of parental involvement among Grade 9 students in terms of mentoring strategies, parental involvement strategies, awarding recognition strategies, and awarding recognition strategies, to identify the level of mathematics achievement among Grade 9 students, and to determine the relationship between parental involvement level and the mathematics achievement among grade 9 students in Arteche National High School, focusing on four factors: Mentoring strategies, parental involvement strategies, awarading scheme strategies, and awarding recognition strategies. The data analysis revealed several significant findings: With a mean score of 3.654, the study revealed that there is an active parental involvement among Grade 9 students in terms of mentoring strategies. While, there is a moderate parental involvement among Grade 9 learners in terms of parental involvement strategies, awarding scheme strategies, and awarding recognition strategies, with a mean score of 3.116, 2.944, and 2.608, respectively. In terms of mathematics achievement level, the study revealed that 74% of the students has a grade of 85% - 89%, shows that most of the students are proficient in mathematics subject. Lastly, the pearson’s correlation analysis revealed that, with a p-values: 0.118, 0.894, and 0.082 and r-values: 0.224, -0.019, and 0.248, parental involvement level in terms of mentoring strategies, parental involvement strategies, and awarding scheme strategies, respectively, had no significant relationship with students' mathematics achievement. However, with the computed p-value of 0.016, and r-value of 0.339, a significant relationship was found between parental involvement strategies in terms of awarding recognition scheme and mathematics achievement among Grade 9 students in Arteche National High School. The results implied that recognizing students’ effort and learning progress enhances their learning motivation and academic performance in mathematics.