Home⇛International Journal of Multidisciplinary: Applied Business and Education Research⇛vol. 7 no. 4 (2026)

Relationships of Parental Involvement to Students’ Mathematics Attitude and Performance

Richel B. Rabas | Rocel A. Turco | Ramir G. Pacheco

Discipline: Operational Research

 

Abstract:

Parental involvement remains an underexplored factor in under- standing students' attitudes and performance in mathematics at the tertiary level. This study aimed to explore the relationships of parental involvement to students' mathematics attitude and per- formance. Utilizing a descriptive-correlational research design, data were gathered from 142 first-year students at Dr. Emilio B. Espinosa Sr. Memorial State College of Agriculture and Technology (DEBESMSCAT) Cawayan Campus through the Parental Involve- ment Scale and the Students' Attitude Towards Mathematics Ques- tionnaire. Descriptive statistics and Spearman's rank correlation coefficient were used to analyze the data. Findings showed that parental involvement among respondents was at a moderate level (M=12.81), students exhibited a neutral attitude towards mathe- matics (M=3.31), and their performance in the subject was good (M = 87.8). The analysis did not reveal a significant correlation be- tween the level of parental involvement and students' attitudes to- wards mathematics (ρ= .07, p= .41). However, a significant posi- tive correlation was identified between parental involvement and students' performance in mathematics (ρ= .23, p= .01). In light of these findings, the study suggests that to improve students' per- formance in mathematics, parents may adopt a supportive role that also encourages independence. Educators are encouraged to implement engaging, student-centered teaching methods, while schools should enhance communication and involvement initia- tives between parents and teachers. Future research is recom- mended to explore additional factors that may affect students' at- titudes and academic success in mathematics.



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