Exploring the Influence of Parental Involvement on the Literacy and Numeracy Skills of the Learners

Abstract

This study investigated the connection between parental involvement and the development of literacy and numeracy skills among preschool learners. Data were gathered through a modified parental involvement questionnaire and an assessment tool provided by the Department of Education to measure literacy and numeracy competencies. Findings revealed that parents showed a very high level of engagement, particularly in providing support at home and maintaining communication with their children. Learners, in turn, displayed strong performance in both literacy and numeracy domains, reflecting effective foundational learning. Despite these encouraging outcomes, statistical results showed that parental involvement did not have a significant influence on most areas of literacy and numeracy. However, a slight but meaningful relationship was observed between parental involvement and one aspect of literacy specifically, phonological awareness indicating that certain types of parental engagement may have more impact than others. These results suggest that while parents are actively participating in their children's education and learners are doing well academically, the influence of such involvement may not be uniform across all skill areas. The study underscores the importance of providing targeted support and guidance to parents, helping them engage in more effective practices that could enhance their children’s learning in a broader and more impactful way.