This study examined the influence of the Home Literacy Environment (HLE) on the literacy and numeracy skills of preschoolers. A descriptive-correlational research design was employed to profile the learners’ academic competencies and assess the characteristics of their home learning environments. Respondents included two preschool teachers and 100 parents or guardians, totaling 102 participants. Data were gathered using the Department of Education’s Literacy and Numeracy (LitNum) Assessment Tool and a Parent Survey Questionnaire adapted from Buvaneswari and Padakannaya (2017), which measured five HLE dimensions: physical environment, parent literacy habits, child literacy habits, parent-child interactions, and parental beliefs. Descriptive statistics summarized learner performance and household literacy practices, while Pearson’s Product-Moment Correlation tested associations between HLE factors and learner outcomes. Findings revealed that the home literacy environment was generally strong, with Excellent ratings in parental beliefs, parent-child interactions, and child literacy habits, and Very Satisfactory ratings in parent literacy habits and physical environment. Learners also demonstrated advanced literacy and numeracy skills across most domains. However, statistical analysis showed no significant correlation between the HLE and learners’ literacy and numeracy performance. These results suggest that while supportive home environments exist, other factors such as classroom instruction, school programs, and individual abilities may play a greater role in shaping children’s foundational learning outcomes.
Matbagon et al. (Fri,) studied this question.