Abstract

Tie study investigated the effects of parent-teacher collaboration on preschool children's development of numeracy skills in Ibeju-Lekki Local Government Area of Lagos State. The study adopted the pretest-posttest control group quasi experimental design with 2x2x2 factorial matrix. Purposive sampling technique was used to select two pre-primary public schools in Ibeju-Lekki Local Government Area. The school selected have preschool sections and the number of children selected in each school is 30. Three instruments were instructional guides and Achievement Test on the Numeracy Development of Preschool Children (r = 0.84). Data were analyzed using Analysis of Covariance (ANCOVA). Findings revealed that there was a significant main effect of treatment on number and operational skills (F =16.96; P<0.05). Thee pupils exposed to teacher-parents collaboration performed better in number and (1,55) operations (mean = 19.20) than those exposed to conventional strategy (mean = 13.68). There was a significant main effect of treatment on geometry skills (F =4.24; P<0.05). Participants exposed to teacher-parents collaboration (1,55) activities performed better in geometry (mean = 3.49) than those exposed to conventional strategy. All other results were not significant. Parent-teacher collaboration activities were effective strategies for enhancing numeracy development skills of preschool children. Therefore, parent-teacher collaboration should be adopted by teachers as a teachinglearning strategy in preschools