The Relationship among Parental Involvement, Socioeconomic Status, and Mathematics Achievement in Jordan (original) (raw)
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2016
The study aims to investigate any relationships among Parental Involvement (PI), Socioeconomic Status of parents (SES), and students’ Mathematics Achievement (SMA). Quantitative data collection methods were utilized to collect relevant data for the three variables. The sample included parents of male and female students in fourth, fifth, and sixth grades. The sample included 36 male students, and 31 female students. The results revealed statistically significant relationship between socioeconomic status and parental involvement, a positive relationship between parental involvement at home (PIH) and students’ mathematics achievement (SMA), no relationship between parental involvement at school (PISC) and students’ mathematics achievement (SMA), and a positive relationship between parents’ employment status and SMA, and parents’ education level and SMA, while no relationship was found between family income and SMA. The findings are thoroughly discussed and recommendations for further ...
Jurnal Cakrawala Pendidikan, 2018
The objectives of the research are to examine: (1) the relationship between parents' education level as an indicator of socioeconomic status (SES) with students' mathematics achievement, and (2) the interaction between parents' education level and the intensity of parental involvement in predicting students' mathematics achievement. The sample (N=2,867) was selected through stratified random sampling of Indonesian high school National Examination (NE) test takers in 2016. The sampling was based on careful consideration of the representativeness and the distribution of provinces, gender, type of school (general-vocational), and school status (public-private). Data was analyzed using parallel multiple mediator analyses. The findings highlight that: (1) compared to fathers, mothers' education level had a stronger contribution to students' achievement in mathematics, and (2) mothers' involvement mediated the relationship between mothers' level of education and students' mathematics achievement. However, more intensive parental involvement was associated with lower mathematics achievement.
The Relationship between Parental Involvement and Middle School Student Achievement in Mathematics
2018
The objective of this research were to analyze: (1) parental involvement in the students" achievement at the Eighth Grade Students of MTsNegeri 1 Makassar. (2) the relationship between parental involvement and students" achievement at the eighth grade students of MTsNegeri 1 Makassar.The researcher used descriptive correlation research. There were two variables in this research, namely parental involvement (variable X) and the students" English achievement (variable Y). The technique of collecting data used questionnaire and documentation. The questionnaire consisted of 24 items. The sample of this research was 42 students.The result of the research showed that forms of parental involvement are found at the eighth grade of MTsNegeri 1 Makassar, the mean score of parenting was 3.20, communicating was 2.76, volunteering was 2.43, learning at home was 2.49, decision making was 2.78, collaborating with community was 2.53, and the total of the mean score was 16.19. It means that parental involvement of the eighth grade students of MTsNegeri 1 Makassar is low level. Based on the result of the research, it showed that there was a relationship between parental involvement and students" English achievement at the eighth grade students of MTsNegeri 1 Makassar in Academic Year of 2018/2019 because r = 0,125.
Parental Involvement and Mathematics Academic Performance of Grade 2 Learners
International Journal of Research Publications, 2023
Parenting involves providing a supportive home environment that fosters learning. This paper examines the parental involvement and academic performance in mathematics of Grade 2 learners of Balingasag Central District. Specifically, it is geared to determine the extent of parental involvement, the Mathematics academic performance of Grade 2 Learners for the Second Quarter of the School Year 2022-2023, and the relationship between parental involvement and Mathematics academic performance. The instrument used was an adapted questionnaire by Grover (2015). It employed the descriptive-correlation research design using Stratified Random Sampling among one hundred fifty (150) parent respondents. The statistical tools were the mean, standard deviation, frequency, percentage, and Pearson Correlation Coefficient. The study found that the level of parental involvement in parenting, communicating, learning at home, decision-making, volunteering, and collaborating with the community was High. They have a Satisfactory level of learners' Mathematics Academic Performance. All six types of Epstein parental involvement were significant in the Mathematics Academic Performance of Grade 2 learners. Thus, parents may continue to be involved in their children's education and overall development by helping them with homework, attending school events, communicating with teachers, volunteering at school, participating in parent-teacher associations, and supporting their children's extracurricular activities.
THE EFFECTS OF PARENTAL SOCIO ECONOMIC STATUS ON THE ACADEMIC PERFORMANCE OF MATHEMATICS STUDENTS
THE EFFECTS OF PARENTAL SOCIO ECONOMIC STATUS ON THE ACADEMIC PERFORMANCE OF MATHEMATICS STUDENTS, 2015
This study examined the effects of parental socio-economic status on the academic performance of mathematics students in some selected secondary schools in Ibarapa East Local Government Area of Oyo State, Nigeria. The descriptive research design was adopted for this study, this is because the variables studied were not manipulated but studied retrospectively the way they occur naturally. The population of the study covered the entire secondary schools mathematics students (both males and females) in the area of study. Out of this population sixty (60) students used as sample was selected from the senior secondary schools (SSS) mathematics students for the study; using the random sampling techniques. The instrument used to collect data for the study was a twenty-two items self-structured questionnaire. Four hypotheses were formulated and tested during the study using the Chi-square statistical tool. Each of the results obtained from the tests was compared with its critical value at 5% level of significance. On the basis of the findings made in the study, we conclude that parental socio-economic status influences the secondary school students ‘academic performance in Mathematics. Based on the findings made in this study, we recommend that non-governmental organizations should reach out more to children from low/poor socio-economic backgrounds by providing scholarships opportunities for them as well as through offering of direct financial assistance to homes in order to empower them and sustain them economically as these homes are the immediate environment of the children. Consequently, we suggest that further research be conducted in areas like “Family issues and its effects that affects Mathematics students ‘academic performance in secondary school” and “Effects of parental involvement in Mathematics in Secondary school”. Tobi David OLABIYI
Parents’ Involvement, Mathematical Skills, and Students’ Mathematics Performance
Psychology and Education: A Multidisciplinary Journal, 2024
The goal of the study was to determine the relationship between parental involvement, mathematical skills, and students' mathematics performance. The researchers employed a descriptive correlational research design to determine the relationship between math performance, parental involvement, and mathematical skills. The participants of the study were 67 first-year and 56 second-year education students of private university currently enrolled during the second semester of the school year 2022-2023. Total Enumeration Sampling technique was used in the selection of the participants. Likewise, adapted survey questionnaires were used to ascertain the level of parental involvement, mathematical skills, and students' mathematics performance. The findings of the study revealed that the students have a moderately high level of parental involvement from their parents and a high level of mathematical skills in terms of interest and study habits but have a low performance in mathematics. Thus students' math performance is not directly affected by the students' parental involvement of their parents, interest, and study habits. Despite the high level of parental involvement and mathematical skills most of the students still have difficulty in mathematics.
International Journal of Information and Education Technology, 2019
This study covered 237 students of Angat National High School in Taboc, Angat, Bulacan-Philippines particularly the students of Junior High School department for the 2nd Grading Period of the Academic Year 2017-2018. This was delimited to 40 percent sample randomly chosen from the population of 581junior high school, and the 237 parents of the total student respondents. Descriptive correlational method of research was utilized in this study with questionnaire as the main instrument for gathering data. Academic performance was quantified using the grade point average of students in Mathematics. 23 students or 9.7 percent were in the "advanced proficiency level in Mathematics. Generally, the overall performance of the students in Mathematics may be described as "approaching proficiency. The results of analysis of variance revealed and F-ratio of .990 with associated probability of p=.422 which indicates that the parental involvement strategies like mentoring, parental involvement initiatives, awarding scheme and achievement recognition affect the academic performance of the students in Mathematics but not to a significant extent. Since the associated probabilities of the coefficients were found to be higher than the significance level set at .05, it was found to be non-significant. The null hypothesis is sustained. Conclusions were drawn and recommendations were offered.
2016
This paper aimed to investigate the impact of gender, parents’ education level, and socio-economic status on students’ mathematics performance. Population of this paper was obtained from PISA 2009 conducted in Turkey. The method used in this study was an independent t-test analysis, Oneway ANOVA, correlation and linear regression. The results of this study revealed that gender differences and mathematics achievement in Turkish students who participated in PISA 2009 are statistically significant but practically is not significant. Parents’ education level of Turkish students in this research has an impact on Turkish students’ mathematics achievements. The most significant difference is found between group ISCED 5A, 6 and none highest education level of parents and practically this difference is significant. The last main point of the result in this study is Index of Economic, Social, and Cultural Status (ESCS) has a positive impact on mathematics achievement. ESCS and mathematics ach...