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.
Sarmiento et al. (Thu,) studied this question.