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The Relationship between Parental Involvement, Self-efficacy and Mathematics Achievements in Middle School

Abodunrin, Abayomi Samuel
http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1621691010921333

Abstract Details

2021, Master of Arts (MA), Bowling Green State University, Cross-Cultural, International Education.
Many policymakers seek to improve mathematics proficiency and to reduce achievement gaps across ethnic groups in the United States. This study examines the relationship between parental involvement, self-efficacy, and mathematics achievement in middle school within a multiethnic school district in the United States Midwest region. A total of 454 students participated in a survey over the course of a school year. The survey was meant to investigate the interaction and perceptions of parental involvement, self-efficacy, and school achievement within the school’s system across the various ethnic groups. I used Pearson correlations to analyze the data to determine if a statistically significant relationship exists between parental involvement and mathematics achievement, parental involvement and self-efficacy, and self-efficacy and mathematics achievement. Similarly, descriptive statistics and ANOVA were utilized to analyze student perceptions of these variables and differences across ethnic groups. Findings indicate that a significant relationship exists between parental involvement and self-efficacy. Similarly, a significant relationship exists between self-efficacy and mathematics achievement. However, no significant relationship exists between parental involvement and mathematics achievement. Results also showed that White students demonstrated the highest level of mathematics performance, while Black students demonstrated the least level of mathematics performance. Meanwhile, Black students showed the highest parental involvement perceptions while Multiethnic students expressed the lowest parental involvement perception. The students’ perception of self-efficacy was low across the ethnic groups.
Bruce Collet, Ph.D. (Advisor)
Margaret Booth, Ph.D. (Committee Member)
Audrey Roberts, Ph.D. (Committee Member)
99 p.
Curriculum Development; Education; Educational Sociology
Parents; Perceptions; Self; Efficacy; Self-Efficacy; Mathematics; Achievements; Ethnicity; Race

Recommended Citations

Citations

  • Abodunrin, A. S. (2021). The Relationship between Parental Involvement, Self-efficacy and Mathematics Achievements in Middle School [Master's thesis, Bowling Green State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1621691010921333

    APA Style (7th edition)

  • Abodunrin, Abayomi. The Relationship between Parental Involvement, Self-efficacy and Mathematics Achievements in Middle School. 2021. Bowling Green State University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1621691010921333.

    MLA Style (8th edition)

  • Abodunrin, Abayomi. "The Relationship between Parental Involvement, Self-efficacy and Mathematics Achievements in Middle School." Master's thesis, Bowling Green State University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1621691010921333

    Chicago Manual of Style (17th edition)

bgsu1621691010921333
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© 2021, all rights reserved.
This open access ETD is published by Bowling Green State University and OhioLINK.