The Impact of Students’ Parental Involvement to their Word Problem – Solving Skills in Mathematics

Word problem-solving develops mathematical power which gives students the tools to apply their mathematical knowledge to solve hypothetical and real-world problems. This study assessed the word-problem skills of grade 9 students through their parental involvement. This study aimed to assess the grade 9 students’ word problem – solving skills in Mathematics. Specifically, this study sought answers to the following questions: How are the students characterized in terms of their parental involvement? What is the level of students’ word problem-solving skills in Mathematics? Is there a significant difference in the students’ word problem – solving skills to their parental involvement? and lastly, Is there a significant linear relationship between students’ parental involvement and their word problem-solving skills? Descriptive statistics such as means and standard deviations were used in this study. The study likewise made use of Kruskal – Wallis Test and Pearson’s correlation coefficient (also known as Pearson’s r). The results reveal that the students’ parental involvement needs to be improved form good to a very good level. Since the word problem-solving skills of the students in terms of devising a plan, carrying out the plan, and looking back belonged to Did Not Meet Expectations level, though their understanding the problem belonged to Outstanding level, then it should be emphasized to them to improve their performance since their overall word problem-solving skills belong to Fairly Satisfactory level only. For that reason, word problem-solving skills of the students should be improved to Satisfactory level or Very Satisfactory level in case it would be impossible to reach the Outstanding level.