Parents' Involvement in their Children's Learning of Mathematics at Home

Abstract

INTRODUCTION

In this study, I delved on parents' involvement in their children's learning of Mathematics at home using factual evidence and theories to prove and explain how one affects the other.

METHODS

Multiple method design was used. The descriptive method was used in describing parents' involvement in their children's learning of Mathematics at home. One hundred fifty-six parents of intact groups of Grade eight students responded to a set of survey questionnaires where each parental variable has five indicators each. An inventory was conducted with data collected through the use of quantitative analysis.

RESULTS

Many of the parents often involved themselves in their children's learning of Mathematics at home. Their involvement focused on five variables as resource providers, as motivators, as monitors, as tutors, and as counselors. Each variable has five indicators with a total of twenty-five indicators. There is a high positive relationship between parents' involvement as resource providers and the children's performance in Mathematics. The best predictor of performance is the variable resource provider. Counseling, tutoring, monitoring, motivating and resource providing jointly explain a high percentage of better assistance and support in learning Mathematics at home.

DISCUSSIONS

The results demonstrate the need for parents to continually enhance their involvement in their children's learning of Mathematics at home. The study also suggests for them to do more acceptable ways to monitor their children in learning Mathematics. Parents' involvement in their children's learning of Mathematics at home greatly affect their academic success. Other parent's involvement variables that may help in their children's performance in Mathematics may be used in the next study.