International Journal on Science and Technology

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Literacy Practices of Parents and Academic Performance of Learners

Author(s) Ms. LARA MAE NATAY NAPIRI
Country Philippines
Abstract The study assessed the effectiveness Literacy Practices of Parents and Academic Performance of Learners in English among Grade 6 students at Sabang Elementary School, Calabanga West District, Camarines Sur. It focused on (1) literacy practices of parents—joint reading, performance task monitoring, storytelling-questioning; (2) Academic performance of learners in English—vocabulary, grammar, reading comprehension; (3) the relationship between practices of parents and academic performance of learners; (4) the influence of parents practices; and (5) an intervention program to improve English skills. Using a descriptive-correlational approach. The 127 learners and 123 parents participated in the study. Data was collected via survey questionnaires for parents and a researcher-made test for the learners. The study will be analyzed using Mean, Weighted mean, Standard Deviation, Proficiency Level, Pearson Product – Moment Correlation of Coefficient (r), Coefficient of Determination (r2) and Modified ADDIE. The findings showed literacy practices of parents were highly practiced overall. The academic performance of learners in English was approaching proficiency, with vocabulary developing. A significant correlation existed between parents’ joint reading and learners’ performance, especially in grammar (very high correlation). Performance in vocabulary and reading comprehension showed low correlations. Parents’ literacy practices influenced learners’ English skills, notably in grammar, which had a strong influence across practices. Vocabulary and reading comprehension were weakly affected. The intervention program, Project N.A.P.I. R.I. will be developed to further enhance learners’ academic performance in English.
Keywords Literacy Practices, Academic Performance, Reading Intervention
Field Sociology > Education
Published In Volume 17, Issue 1, January-March 2026
Published On 2026-01-16
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