The Contribution of Parental Engagement to Early Literacy and Numeracy Outcomes among Preschoolers
Year: 2025
Type: article
Study design: Observational Study
Abstract: This study examined the influence of parental involvement on the literacy and numeracy skills of preschool learners at Pasil Elementary School in Cebu City for the school year 2024–2025. Using a descriptive-correlational research design, data were collected from 100 parents and 2 teachers through an adapted parental involvement questionnaire and the Department of Education’s Literacy and Numeracy (LitNum) Assessment Tool. Results showed that parental involvement was at a very high level, with parents actively supporting home-based learning and creating conducive study environments. Learners demonstrated advanced performance in Alphabet Knowledge (97.06%) and Phonological Awareness (81.37%), while most were at the intermediate level in Book and Print Knowledge (61.76%), highlighting the need for more print-awareness activities. In numeracy, all learners (100%) achieved advanced levels in Numbers, Identifying Attributes, and Thinking Skills, indicating strong early mathematical development. Correlation analysis revealed no significant relationship between parental involvement and literacy skills, while a negligible but significant negative correlation was found with number skills, suggesting that parents may provide more support when children struggle in numeracy. The findings emphasize the critical role of school-home partnerships in fostering early learning and recommend strengthening shared reading practices, enhancing print knowledge activities, and maintaining balanced parental support to further improve preschoolers’ literacy and numeracy outcomes.
Source: Research in Social Sciences
Institution: Cebu Technological University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4413239151