Parent involvement is a crucial education variable that positively influences children’s education. Regardless of this issue, many parents do not seem to get involved in their children’s education hence this lack of involvement may have a harmful/negative impact on student performance both out and in the classroom and eventually affect their long-term educational success and development. As a result, this qualitative study looks at and explores the relationships between parental support methods (direct assistance, provision of structure, and autonomy support) with mathematics homework for children’s achievement in low-income
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preexisting achievement level. As a result, no future one-way ANOVAs will be tested. Hypothesis 1 will not be supported by the results as parents in this study sample will provide similar homework assistance to their children despite their achievement levels.
Table 3. MANOVA Table of the Effect of Student’s Achievement Level on Method of Homework Assistance and Parental Self-Efficacy
Variables Sum of squares Df Mean Square F Sig
Parental self-efficacy .51 1 .51 .012 .914
Homework assistance 10.79 1 10.79 .430 .514
Autonomy support 13.00 1 13.00 .691 .409
Appelbaum, P. (1999). Hierarchic interpretations of family involvement in mathematics
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