A Sequential Explanatory Mixed Methods Study On The Influence Of Parental And Community Involvement On Student Literacy Outcomes At Pudlosan Elementary School

Education

This study investigates the influence of parental and community involvement on student literacy outcomes at Pudlosan Elementary School using a sequential explanatory mixed methods design. The research begins with a quantitative phase, surveying literacy performance data and levels of parental and community engagement among Grades 4 to 6 students. Statistical analysis reveals significant correlations between active involvement—such as home-based learning support, participation in school activities, and community literacy programs—and improved reading comprehension and writing proficiency. Building on these findings, the qualitative phase explores the lived experiences of parents, teachers, and community stakeholders through interviews and focus group discussions. Themes such as shared responsibility, cultural attitudes toward education, and barriers to engagement (e.g., time constraints, economic challenges) emerge as critical factors shaping literacy development. The integration of both data sets highlights that sustained collaboration between families, schools, and communities fosters a more supportive learning environment and enhances literacy outcomes. The study concludes with recommendations for implementing inclusive literacy initiatives, strengthening home-school partnerships, and mobilizing community resources to support foundational literacy skills. These insights are particularly relevant for rural and underserved educational settings seeking to improve student achievement through holistic engagement.

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