stdClass Object
(
    [id] => 18127
    [paper_index] => 202511-01-024900
    [title] => INFLUENCE OF PARENTAL INVOLVEMENT LEVEL ON MATHEMATICS ACHIEVEMENT AMONG GRADE 9 STUDENTS IN ARTECHE NATIONAL HIGH SCHOOL
    [description] => 
    [author] => Emily C. Calapano, Mabel C. Pecayo
    [googlescholar] => 
    [doi] => https://doi.org/10.36713/epra24900
    [year] => 2025
    [month] => November
    [volume] => 11
    [issue] => 11
    [file] => fm/jpanel/upload/2025/November/202511-01-024900.pdf
    [abstract] => Parental involvement plays a vital role in shaping students’ academic success and overall educational development. Several studies revealed that parental involvement such as parental educational background, parental supports, socio-economic status, and home learning environment, are some of the factors that enhances students’ academic performance.
This research aimed to identify the level of parental involvement among Grade 9 students in terms of mentoring strategies, parental involvement strategies, awarding recognition strategies, and awarding recognition strategies, to identify the level of mathematics achievement among Grade 9 students, and to determine the relationship between parental involvement level and the mathematics achievement among grade 9 students in Arteche National High School, focusing on four factors: Mentoring strategies, parental involvement strategies, awarading scheme strategies, and awarding recognition strategies. 
The data analysis revealed several significant findings: With a mean score of 3.654, the study revealed that there is an active parental involvement among Grade 9 students in terms of mentoring strategies. While, there is a moderate parental involvement among Grade 9 learners in terms of parental involvement strategies, awarding scheme strategies, and awarding recognition strategies, with a mean score of 3.116, 2.944, and 2.608, respectively. In terms of mathematics achievement level, the study revealed that 74% of the students has a grade of 85% - 89%, shows that most of the students are proficient in mathematics subject. Lastly, the pearson’s correlation analysis revealed that, with a p-values: 0.118, 0.894, and 0.082 and r-values: 0.224, -0.019, and 0.248, parental involvement level in terms of mentoring strategies, parental involvement strategies, and awarding scheme strategies, respectively, had no significant relationship with students' mathematics achievement. However, with the computed p-value of 0.016, and r-value of 0.339, a significant relationship was found between parental involvement strategies in terms of awarding recognition scheme and mathematics achievement among Grade 9 students in Arteche National High School. The results implied that recognizing students’ effort and learning progress enhances their learning motivation and academic performance in mathematics.

    [keywords] => Parental Involvement, Mathematics Achievement. 
    [doj] => 2025-11-14
    [hit] => 
    [status] => 
    [award_status] => P
    [orderr] => 45
    [journal_id] => 1
    [googlesearch_link] => 
    [edit_on] => 
    [is_status] => 1
    [journalname] => EPRA International Journal of Multidisciplinary Research (IJMR)
    [short_code] => IJMR
    [eissn] =>  2455-3662 (Online)
    [pissn] => - --
    [home_page_wrapper] => images/products_image/11.IJMR.png
)
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