As the coronavirus pandemic puts face-to-face learning to a halt, parents find themselves at the front of education. They now have the critical task of ensuring their children receive a quality education without compromising their safety. Countless parents are stepping up to support their children who are adjusting to the new education setup for the current school year. This study investigated the relationship of parental involvement to the students’ completion of learning tasks in mathematics. The descriptive-correlational research design was used in this study with a sample size of 230 grade 9 students of Narra Integrated School selected through a simple random sampling technique. In analyzing and interpreting data, descriptive statistics and inferential statistics were employed. It was found that most parents had part-time work and were high school graduates. Consequently, the extent of parental involvement in their child’s learning tasks completion in mathematics is very involved. Results also showed that most students had completed an average of three modules. Parents’ educational attainment significantly affects the number of mathematics learning tasks completed by the students. However, the extent of parental involvement and the number of learning tasks in mathematics completed by the students are not statistically significant. It is suggested that parents’ constant monitoring of their child’s work can help them finish and submit the tasks on time. Also, the school should initiate awareness campaigns that strengthen parental involvement in supporting students’ education, pandemic or not.