Abstract
The study sought to determine the influence of parents' assistance on learners' truancy and reading literacy. A descriptive-correlational research method was utilized, and the Statistical tools used in the study were mean, standard deviation, frequency counts, and percentages to determine the extent of learner-centered education through parents' assistance. Frequency and percentages for learners' reading performance and truancy. Spearman's Rho was used to assess the significant relationships among parents' aid, learners' truancy, and learners' reading level. Findings revealed that parents occasionally assist their child with reading and reading assignments, and the majority of the learner-respondents were only truant for 3 days, indicating that learners were not chronic truants. The majority of the learner-respondents were independent readers. At the same time, parents' assistance showed a slight or low relationship to learners' truancy, and learners' truancy showed a slight or low relationship to learners' reading literacy. In summary, it was recommended that teachers strengthen collaboration with parents to achieve the school's goals and objectives, including attaining the desired literacy level, minimizing truancy through strengthened parent-teacher collaboration, and intensifying the school's reading program.
