Parental Involvement and Numerical Competence of Grade Three Learners: Basis for School Initiated Numeracy Program

This study aims to determine what school-initiated numeracy program can be developed and designed for the grade three learners in Sulop District, Davao Del Sur Division. A total of 74 public school teachers are the respondents were identified through stratified random sampling technique and five (5) of the participants was purposively selected for the in-depth interview. The study utilized a n input-process-output design. After the quantitative data analysis, the level of parental involvement in terms of emotional support, communication with teacher, and financial support was moderate and was sometimes evident. On the other hand, the level of numerical competence of learners garnered an overall fairly satisfactory performance, Moreover, the significant influence of parental involvement on the numerical competence of the grade 3 learners, the results showed that none of the domains significantly influence the numerical competence of the learners and this leads to the acceptance of the null hypothesis. In addition, the output or school initiated program to enhance numeracy competence based on the assessments were generated from the responses of the participants namely: (1) Support Seeking Systems, (2) Math Homework Lab, and (3) Family Math Nights.