PARENTAL ENGAGEMENT AND SELF-EFFICACY AS PREDICTORS OF READING ACHIEVEMENT AMONG YOUNG LEARNERS

April D. Pepito, Jean Camille R. Lagoras, Gerommy A. Caballes, Mary Jane L. Agad, Rosella D. Rubi

Abstract


This study examined the relationship between parental involvement, self-efficacy, and reading skills among Grade One pupils at a public elementary school in Consolacion, Cebu, Philippines, during the school year 2024-2025 using a descriptive-correlational research design. There were 105 parents who answered the survey questionnaires assessing their involvement and self-efficacy, while the reading skills of the learners were assessed using the Oral Reading Verification Test. The data gathered were treated using descriptive and inferential statistics. The results revealed that the parents were very highly involved in school and had a perceived very high self-efficacy, while most of the learners were on the frustration stage in their reading skills. There was no significant relationship between parents’ involvement and the reading skills of the learners. Similarly, no significant relationship was also found between parental self-efficacy and the learners’ reading skills. The findings suggest that, while parental involvement is important, it may not immediately increase reading outcomes in the absence of integrated teaching practices and focused literacy support. This study recommends addressing the observed gaps in reading proficiency and emphasizing the importance of stronger collaboration between schools and families in promoting early reading development.

 

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parental involvement, parents’ self-efficacy, reading skills

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https://doi.org/10.3102/003465431562680




DOI: http://dx.doi.org/10.46827/ejes.v12i11.6395

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