Abstract

Bridging learning gaps requires more than classroom instruction; it demands meaningful collaboration between schools and families. This study assessed parental involvement in literacy and numeracy development among Key Stage 1 and Key Stage 2 learners enrolled in the Academic Recovery and Accessible Learning (ARAL) Program at Sta. Teresa Elementary School, Iguig District, Schools Division of Cagayan. Employing a quantitative descriptive-correlational research design, the study examined parental engagement in home-based literacy support, numeracy assistance, academic monitoring, provision of learning resources, and parent–teacher communication. A structured questionnaire and learners' academic assessment records served as the primary data sources. The proposed analysis involved descriptive statistics and Pearson's correlation coefficient to determine relationships between parental involvement and foundational learning performance. Preliminary hypothetical results suggested high parental involvement, particularly in academic monitoring and literacy support, while numeracy assistance and learning resources emerged as areas needing improvement. Positive associations between parental engagement and literacy and numeracy performance highlighted the potential importance of consistent home–school collaboration. These findings require validation using actual empirical data. The study proposes a Targeted Home–School Literacy and Numeracy Intervention Program featuring parent-guided learning activities, accessible instructional materials, and continuous progress monitoring. Ultimately, the research seeks to strengthen family engagement, support inclusive learning recovery, and promote sustainable foundational education