Assessing the Relationship Between Parental Involvement and Foundational Literacy and Numeracy Skills in Early Childhood Education

Abstract

This study examined the relationship between parental involvement and the foundational literacy and numeracy skills of preschool learners. Utilizing a descriptive- correlational research design, the study investigated how specific aspects of parental engagement including supervision of study routines, communication, and resource provision related to learners’ development in alphabet knowledge, phonological awareness, book and print knowledge, number recognition, attribute identification, and thinking skills. A total of 102 preschool learners and their parents were selected through total enumeration. Data were gathered using an adapted parental involvement questionnaire based on Hashim et al. (2018) and the Literacy and Numeracy (LitNum) Assessment Tool, both aligned with the Department of Education’s Kindergarten Curriculum Guide. Frequency counts, weighted means, and Pearson’s Product-Moment Correlation Coefficient were used for data analysis. Results revealed that parental involvement and learner proficiency were consistently high; however, there was no statistically significant relationship between the level of parental involvement and children’s literacy or numeracy skills. These findings suggested that classroom instruction, curriculum quality, and school-based interventions may have played a more prominent role in academic outcomes. In response, the study developed a comprehensive Action Plan focused on strengthening home-school collaboration and providing targeted literacy and numeracy support. The research underscored the importance of a holistic, collaborative approach to early childhood education for sustained learner success.