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.
Siason et al. (Wed,) studied this question.
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