Parental Involvement, Students’ Engagement, And Performance in Mathematics: A Path Analysis

Abstract

The study investigated the relationship between parental involvement, students' engagement, and their performance in Mathematics among Grade 9 students in selected public secondary schools in Malita, Davao Occidental, a region known for its unique educational challenges, during the school year 2021-2022.    The research utilized a descriptive-correlational approach and various statistical tools, including Pearson's correlation, multiple regression analysis, and structural modeling (SEM). The study identified significant correlations between parental involvement and students' engagement, as well as between parental involvement and students' performance in Mathematics. Specifically, parents' role as home teachers, facilitators of independence, and sources of support was linked to students' engagement and performance in Mathematics. Notably, among the aspects of students' engagement, only "students' social engagement" exhibited a significant influence on Math performance, with a regression coefficient of 1.48. It implied that a one-standard-deviation increase in social engagement led to a 1.48-point improvement in Math performance. The regression model was Y = 79.35 + 1.48X1, where X1 represents the student's social engagement, with an associated R2 value of 0.054. The study established a path model illustrating that parental involvement, students' behavioral engagement, and social engagement significantly contributed to students' Mathematics performance. These findings emphasize the importance of parental involvement and specific dimensions of student engagement in enhancing Math performance among Grade 9 students.