Positive parental engagement in children’s affairs improves wellbeing, academic achievement, and future productivity, as opposite to contrary parental involvement which yield negative learning outcomes. It is evident in research findings that appropriate parental engagement is directly related to positive learner achievement. This study examined the influence of parental volunteering on learner achievement in mathematics activities in Chwele zone. Descriptive survey study design was employed, targeting populations of 27 teachers in charge, and 2097 parents in 27 preschools. Convenience sampling was used to get sample populations of all respondents, 10 teachers in charge of pre – schools and 150 parents from 10 ECDE centers were respondents. Questionnaire and interview tools were administered to teachers in charge, and parents respectively to collect data. Data results were presented using frequency tables, graphs and pie charts. Findings established that 80% parents, only volunteered in provision of locally available resources at stake of participation in classroom activities, trips, actual classroom instructions and modeling, registering a considerable rate of Ignorance, poverty and divorce as hindrances to parents’ volunteering in children’s mathematics activities’ instruction. It was concluded that parents did not fully volunteer in preschool mathematics activities, results thus supporting study findings that, inadequate parental volunteering in children’s education is negatively related to learner’s achievement in mathematics activities. The study recommended that teachers intensify parental sensitization on volunteering in learners’ mathematics activities, if children’s potentials should be realized. Further the government through the ministry of education should subsidize ECDE resources, meals, and encourage non- governmental organizations to help build pre – school infrastructure so as to improve mathematics activities’ instruction.
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