Parental Engagement and Its Influence on the Literacy and Numeracy Skills of Young Learners: A Basis for Educational Intervention

Authors

  • Jennifer Sarmiento Labangon BLISS Elementary School, Philippines.
  • Helen Revalde Cebu Technological University, Philippines.
  • Adrian Duites Cebu Technological University, Philippines.
  • Kaitlin Marie Opingo Cebu Technological University, Philippines.

DOI:

https://doi.org/10.53935/2641-5305.v8i4.473

Keywords:

Alphabet knowledge, literacy skills, numeracy skills, parental involvement, preschool learners.

Abstract

This study examined the influence of parental involvement on the literacy and numeracy skills of preschool learners at Labangon BLISS Elementary School, Cebu City, for school year 2024–2025. Using a descriptive-correlational design, the study measured parents’ engagement in school activities and assessed learners’ skills in alphabet knowledge, phonological awareness, book and print knowledge, numbers, identifying attributes, and thinking skills. Results showed a very high level of parental involvement and strong learner performance, particularly in alphabet knowledge, phonological awareness, and numeracy skills. However, book and print knowledge had more learners at the intermediate level. Correlation analysis revealed no significant relationship between parental involvement and learners’ literacy and numeracy scores. Findings highlight the need to align parental support with school-based strategies to enhance early learning outcomes.

Downloads

Download data is not yet available.

Downloads

Published

2025-07-31

How to Cite

Sarmiento, J., Revalde, H., Duites, A., & Opingo, K. M. (2025). Parental Engagement and Its Influence on the Literacy and Numeracy Skills of Young Learners: A Basis for Educational Intervention. Research in Social Sciences, 8(4), 69–76. https://doi.org/10.53935/2641-5305.v8i4.473

Issue

Section

Articles