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Parental Roles and Academic Achievement in Mathematics: The Mediating Role of Students’ Attitude

Author

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  • Jena Clapano Ruiz

    (University of Mindanao-Main Campus)

Abstract

This study determined the mediating role of students’ attitudes toward the relationship between parental roles and academic achievement in mathematics. The study used a quantitative descriptive-correlational research design, which involved analyzing data from 332 grade 8 students from six public national high schools in three congressional districts of Davao City. Using sets of modified-adapted survey questionnaires, the researcher collected data from the respondents and subjected them to content validity and reliability analyses. The data were analyzed using the mean, standard deviation, Pearson product moment correlation, and mediation analysis using the Sobel z-test. The objectives of the study were to know the level of parental roles as perceived by the students; to know the level of students perceived academic achievement in mathematics in terms of their perceptions; to assess the level of students’ attitude in mathematics; to determine the significant relationship between: parental roles and attitude in math; attitude in math and academic achievement; and parental roles and academic achievement. The results indicated that the level of parental role, as perceived by the students, was moderate. On the other hand, both the students perceived academic achievement in mathematics and their attitude levels were high. Meanwhile, the relationships between parental roles and students’ attitudes in mathematics and between parental roles and students’ academic achievement in mathematics demonstrated a moderate correlation. However, there was a strong correlation between students' attitudes and their academic achievement in mathematics. Results revealed that parental roles and student academic achievement in math were initially correlated; however, when student attitude was included as a mediator, the direct relationship between parental roles and academic achievement became statistically insignificant. This indicated the presence of full mediation, suggesting that parental roles influence academic achievement primarily through their positive impact on students’ attitudes toward mathematics.

Suggested Citation

  • Jena Clapano Ruiz, 2025. "Parental Roles and Academic Achievement in Mathematics: The Mediating Role of Students’ Attitude," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(3s), pages 7914-7934, October.
    • Handle: RePEc:bcp:journl:v:9:y:2025:issue-3s:p:7914-7934
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    References listed on IDEAS

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