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

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.