Parental Roles, Learners’ Attitudes, ad Mathematics Performance

Abstract

Improving the learners’ mathematics performance remains a challenge in the educational system because many factors can significantly affect it. Hence, this study was conducted to determine the effect of these two factors, namely, parental roles and learners’ attitudes, on Mathematics performance. Employing the descriptive-correlational research design, 328 Grade 6 learners and their parents randomly selected from all the public elementary schools in the Schools Division of Laoag City served as respondents. Data were obtained using self-perception survey instruments and were analyzed using frequency counts, percentages, mean, Pearson’s r, and multiple linear regression analysis. Results revealed that parents highly practiced their parental roles as a motivator, resource provider, monitor, mathematics content advisor, and mathematics learning counselor. Also, learners had highly favorable attitudes towards Mathematics along with confidence, enjoyment, and benefit/value but moderately favorable along with anxiety. Moreover, they performed very satisfactorily in the subject. This study also showed that family income is not a factor in the extent of practices of the parental roles, but the number of children does, especially as a motivator. Also, learners’ attitudes towards Mathematics are significantly affected by the extent of practices of parental roles. In addition, learners’ performance is significantly affected by their attitudes towards the subject. Finally, Mathematics performance can be predicted through attitudes towards the subject along with enjoyment, anxiety, and confidence, together with the extent of practice as a Mathematics learning counselor with an explained variance of 20.80 %. Findings confirm the existing literature about the impact of parental roles and learners’ attitudes on the learning process. Hence, the educational system could create programs and activities that foster and nourish high parents’ participation and positive learners’ attitudes for a better Mathematics performance