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The Relationship between Parental Involvement and Mathematics Achievement among Private Senior High School Students: A Mixed-methods Studies.

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Title: The Relationship between Parental Involvement and Mathematics Achievement among Private Senior High School Students: A Mixed-methods Studies.
Authors: Yuson, Dena B.1 yusondena@gmail.com
Source: International Journal of Multidisciplinary Educational Research & Innovation (IJMERI). May2026, Vol. 4 Issue 2, p508-531. 24p.
Subject Terms: *Academic achievement, *Mathematical ability testing, *High school seniors, *Private schools, *Mixed methods research, *Parenting, Descriptive statistics, Empirical research
Abstract: This research was focused on how parental involvement is associated with the achievement of mathematics among senior high school students in private schools. The mixed-methods approach with convergent-parallel design was used wherein 119 students provided quantitative data using stratified random sampling for accurate representation of subgroups, and 14 participants were purposefully chosen to provide qualitative data using focus-group discussions and interviews. Students tended to hold parental involvement in positive regard, but the dimension of "resource provider" had the lowest mean. They earned a fair rating in mathematics. There was a small but statistically significant positive correlation (r = .241, p < .001) between parental involvement and mathematics achievement. Qualitative results mirrored this finding, indicating that academic and emotional parental support enhanced students' motivation, confidence, and mathematics performance, and that coping mechanisms involved use of technology, parental assistance, and peer assistance. The integration of quantitative and qualitative data is a confirmation that parental involvement plays an important role in enhancing mathematics performance; hence, more focus is advised in providing learning materials and presenting stable academic support. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Multidisciplinary Educational Research & Innovation (IJMERI) is the property of Saint Joseph College and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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PubType: Academic Journal
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  Data: The Relationship between Parental Involvement and Mathematics Achievement among Private Senior High School Students: A Mixed-methods Studies.
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  Data: &lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Yuson%2C+Dena+B%2E%22&quot;&gt;Yuson, Dena B.&lt;/searchLink&gt;&lt;relatesTo&gt;1&lt;/relatesTo&gt;&lt;i&gt; yusondena@gmail.com&lt;/i&gt;
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  Data: This research was focused on how parental involvement is associated with the achievement of mathematics among senior high school students in private schools. The mixed-methods approach with convergent-parallel design was used wherein 119 students provided quantitative data using stratified random sampling for accurate representation of subgroups, and 14 participants were purposefully chosen to provide qualitative data using focus-group discussions and interviews. Students tended to hold parental involvement in positive regard, but the dimension of &quot;resource provider&quot; had the lowest mean. They earned a fair rating in mathematics. There was a small but statistically significant positive correlation (r = .241, p &lt; .001) between parental involvement and mathematics achievement. Qualitative results mirrored this finding, indicating that academic and emotional parental support enhanced students&#39; motivation, confidence, and mathematics performance, and that coping mechanisms involved use of technology, parental assistance, and peer assistance. The integration of quantitative and qualitative data is a confirmation that parental involvement plays an important role in enhancing mathematics performance; hence, more focus is advised in providing learning materials and presenting stable academic support. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: &lt;i&gt;Copyright of International Journal of Multidisciplinary Educational Research &amp; Innovation (IJMERI) is the property of Saint Joseph College and its content may not be copied or emailed to multiple sites without the copyright holder&#39;s express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.&lt;/i&gt; (Copyright applies to all Abstracts.)
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      – Code: eng
        Text: English
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        PageCount: 24
        StartPage: 508
    Subjects:
      – SubjectFull: Academic achievement
        Type: general
      – SubjectFull: Mathematical ability testing
        Type: general
      – SubjectFull: High school seniors
        Type: general
      – SubjectFull: Private schools
        Type: general
      – SubjectFull: Mixed methods research
        Type: general
      – SubjectFull: Parenting
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      – SubjectFull: Descriptive statistics
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      – SubjectFull: Empirical research
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      – TitleFull: The Relationship between Parental Involvement and Mathematics Achievement among Private Senior High School Students: A Mixed-methods Studies.
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              M: 05
              Text: May2026
              Type: published
              Y: 2026
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