Early Childhood Numeracy Performance as Predicted by Parental Involvement and Children's Social Interaction: Inter-rated by Education Practitioners and Perceived by Parents
DOI:
https://doi.org/10.64612/ijiv.v2i5.127Abstract
Early numeracy skills are essential for children’s academic success and long-term educational development. However, limited evidence exists regarding the relative contributions of parental involvement and children’s social interaction to numeracy performance in rural Philippine contexts. This study examined the predictive influence of parental involvement and children’s social interaction on early childhood numeracy performance among kindergarten learners in a rural elementary school in Banaybanay District, Davao Oriental, Philippines. Guided by Sociocultural Theory, the study employed a predictive quantitative research design involving 78 kindergarten learners and their parents. Data were collected using adapted instruments and analyzed through descriptive statistics, Pearson correlation, and multiple linear regression. Results revealed that parental involvement and children’s social interaction were both significantly associated with numeracy performance. However, regression analysis showed that only children’s social interaction significantly predicted numeracy performance (β = .413, p < .001), whereas parental involvement did not demonstrate a significant unique contribution (β = .152, p = .154). The regression model was statistically significant, F(2,75) = 10.942, p < .001, explaining 22.6% of the variance in numeracy performance. The findings highlight the importance of social interaction as a key mechanism supporting early numeracy development. The study contributes to the literature by identifying the relative predictive strength of social interaction in a rural Philippine setting and suggests the need for classroom strategies that promote collaborative learning and meaningful peer engagement.
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