Abstract: This study aimed to examine the influence of parental involvement in resource provision on learners’ academic achievement in public primary schools in Dilla Town, Gedeo Zone, Ethiopia. The overlapping spheres of influence notion, which Joyce Epstein proposed in 1987, also served as the foundation for this investigation. The study adopted a convergent concurrent mixed method design, which is a one-phase design that collected both quantitative and qualitative data. A cross-sectional survey design was used to gather quantitative data, while a phenomenology research design was used to gather qualitative data. The research targeted five public primary schools in Dilla Town, encompassing a population of 11,500 learners, 250 teachers, five principals, and five parent-teacher association (PTA) chairpersons. Sampling methods included census sampling for schools and principals, criterion-purposive sampling for PTA chairpersons, and simple Stratified and simple random sampling for selecting 125 teachers and 383 learners. Data was collected using questionnaires for learners and teachers, and in-depth interview guides for principals and PTA members. To ensure the validity and reliability of the instruments, pilot testing was conducted, employing construct and face validity tests. Cronbach’s alpha and the test-retest technique were used to ensure internal consistency and reliability. A reliability coefficient was tested using the Cronbach alpha coefficient, with scores of 0.8. Quantitative data were analyzed using descriptive statistics and inferential statistics in SPSS version 26, presented in tables, graphs, and charts. The qualitative data were analyzed thematically and reported through narratives and direct quotations. Throughout the research process, ethical principles were strictly observed to ensure the integrity and responsible conduct of the study. Findings revealed that while there is some level of parental involvement in resource provision, disciplinary actions, homework supervision, and communication, these efforts remain inconsistent and limited in scope. The study recommended that school principals and educational stakeholders develop structured programs to enhance parental engagement, including regular parent-teacher meetings, awareness campaigns, and training sessions to guide parents on supporting learning at home. Additionally, policy frameworks should be strengthened to ensure that schools prioritize and promote parental involvement as a key strategy to improve learners’ academic outcomes. 

Keywords: Parental Involvement, resource provision, Support learning, Parent-Teacher Meeting