Research in Social Sciences

The Influence of Parental Involvement on Reading Comprehension in Grade Three Learners

2025-08-01T07:56:24+00:00

This study investigated the impact of parental involvement on the reading comprehension and academic performance of Grade Three learners at Suba Masulog Elementary School. The objectives were to assess the relationship between oral reading fluency components letter sound knowledge, phonemic awareness, familiar word reading, invented word reading, oral passage reading, reading comprehension, and listening comprehension and academic performance in English. A descriptive correlational research design was employed. Data were collected from 35 Grade Three learners using a non-probability convenience sampling technique. The Early Grade Reading Assessment (EGRA) and academic records served as instruments, with Pearson correlation and descriptive statistics used for analysis. Result showed that significant positive correlations were found between several components of oral reading fluency and academic performance, while moderate negative correlations were observed for reading and listening comprehension. The study concluded that foundational reading skills were crucial for academic success. An Oral Reading Skills Enhancement Plan was developed, recommending balanced reading instruction integrating comprehension strategies and foundational skills to support learners' academic growth.

A Pilot Study on the Impact of an Undergraduate Physical Education Course on Intellectual Image Formation

2025-08-04T16:10:04+00:00

Physical Education (PE) is often perceived as less intellectual than other academic subjects in Japan. This study aimed to improve that perception through an undergraduate PE course and to evaluate its impact using a pre-test/post-test experimental design. Fifty sophomore students (25 males and 25 females) voluntarily participated. Perceptions of the intellectuality of PE were assessed before and after the course using two methods: a direct rating on a seven-point scale and a newly developed paper-and-pencil Implicit Association Test (iFUMIE; Hamada & Mori, 2025). While the explicit ratings showed a high intellectual image of PE at pre-test and little change at post-test for both genders, the iFUMIE results indicated a marked improvement among female participants, with only slight gains among males. Possible explanations for these mixed results are discussed in relation to gender differences in social desirability bias and participants’ academic records.

The Contribution of Parental Engagement to Early Literacy and Numeracy Outcomes among Preschoolers

2025-08-06T07:06:34+00:00

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.

Digital Play for Early Literacy: Advancing Alphabet Recognition

2025-08-06T07:13:54+00:00

This study examined the effectiveness of traditional teaching methods and technology-based games in improving preschoolers’ alphabet knowledge, focusing on uppercase recognition, lowercase recognition, and producing letter sounds. A quasi-experimental design was used with 60 preschool learners from Alejandro P. Gurrea Elementary School during the school year 2025–2026, divided into a control group receiving traditional instruction and an experimental group using interactive educational apps. Pretests and posttests measured learners’ performance levels using an adapted digital assessment tool. Results showed significant improvements in both groups across all areas of alphabet knowledge. The control group demonstrated larger mean gains; however, the difference between the two groups’ progress was not statistically significant. These findings indicate that technology-based games can be as effective as structured, teacher-led methods in developing early literacy skills. The study highlights the potential of blending traditional instruction with digital tools to create engaging and effective early literacy programs. The results provide practical insights for educators and policymakers seeking to enhance preschool alphabet instruction and foster strong foundations for reading and writing development.

Strengthening Early Learning: Examining the Role of Parental Involvement in Preschoolers’ Literacy and Numeracy Proficiency

2025-08-13T05:25:23+00:00

This study examined the relationship between parental involvement and the literacy and numeracy skills of preschool learners at Mabolo Elementary School. Employing a descriptive-correlational design, the research aimed to determine whether varying levels of parental engagement were significantly associated with children’s mastery of key domains: alphabet knowledge, phonological awareness, book and print knowledge, number recognition, identifying attributes, and thinking skills. A total of 102 preschool learners and their families participated, selected through purposive sampling. Data collection utilized standardized assessment tools and a validated parental involvement questionnaire, anchored in established frameworks such as those by Epstein (2018) and Castro et al. (2015). Statistical analyses, including frequency counts, weighted means, and Pearson’s correlation coefficient, were conducted to explore potential relationships between parental involvement and learner outcomes. Results revealed that while parental involvement was uniformly high, there was no statistically significant correlation with most literacy and numeracy domains, except for a modest positive relationship with number skills. The findings highlighted that the quality, focus, and context of engagement rather than frequency alone are critical in supporting early learning. In response, the study developed a comprehensive Action Plan emphasizing targeted, skill-specific family activities, enhanced home-school collaboration, and sustainable resource provision. This research underscores the need for intentional and collaborative strategies to optimize early childhood educational outcomes.

Teacher’s Observations on the Effects of Electronic Gadget Usage on Learners’ Attention and Focus

2025-08-13T05:29:16+00:00

This research assessed the influence of electronic gadget usage on the attention and focus of kindergarten learners through a teacher-based assessment conducted at a selected kindergarten institution during the school year 2023–2024. The primary goal was to provide data for the development of a proposed intervention plan. Employing a descriptive-correlational research design, the study involved 60 purposively chosen kindergarten teacher-respondents who answered a validated survey questionnaire. The data gathered were analyzed using statistical tools such as the weighted mean and Pearson product-moment correlation coefficient. The results revealed that the majority of the pupils were six years old, female, had parents who were high school graduates, and came from families with two to three children, typically raised under an authoritative parenting style. Gadget usage among the children was generally described as “occasional,” with smartphones and tablets commonly used for entertainment purposes. In terms of learners’ attention and focus, high ratings were reported for both attention duration and task completion. However, learner engagement, although still rated high, showed a significant negative correlation with gadget usage. Statistical results indicated weak but significant positive correlations between gadget usage and both attention duration (r = 0.330) and task completion (r = 0.347). On the other hand, Pearson correlation showed negligible and non-significant associations between gadget use and all three attention-focus areas, implying that screen time alone may not substantially impact early learners’ attentiveness and engagement in school tasks.