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Impact of Parental Involvement with Homework on Pupils’ Mathematics Performance in Public Basic Schools in Ghana

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  • Francis Avevor

    (Advanced School of System and Data Studies (ASSDAS), Accra Institute of Technology, Accra, Ghana)

Abstract

This descriptive survey, underpinned by self-determination theory, sought to determine the relationship between parental involvement with homework and their children’s academic performance in mathematics. It also examined the differences in the impact of involvement of single parents, double parents and non-parent caregivers on children’s performance in mathematics. Data was collected using semi-structured questionnaire from a sample of 440 pupils of five clusters of public basic schools in Accra, Ghana. Data analysis was done using descriptive statistics (frequencies, percentages, mean and standard deviation), Pearson’s product moment correlation and ANOVA. The results revealed that children’s performance in mathematics has a significantly positive relationship with parental goals, values and expectations (PGE), parental support (PSU) and children’s mathematics self-efficacy (MSE); and a significantly negative relationship with parental control (PCO) and homework task persistence (HTP). This study also showed that parental goals, values and expectations (PGE) has a significantly moderate relationship with both parental support (PSU) and children’s mathematics self-efficacy (MSE); while children’s homework task persistence (HTP) has a significantly moderate relationship with both parental support (PSU), and children’s mathematics self-efficacy (MSE). Furthermore, this study revealed that children of double parents outperformed those of single parents and non-parent caregivers in mathematics; and the significant difference in the mean scores of the children in mathematics is traceable to the high absolute mean score differences between the children of double parents and single parents; and between the children of double parents and non-parent caregivers.

Suggested Citation

  • Francis Avevor, 2024. "Impact of Parental Involvement with Homework on Pupils’ Mathematics Performance in Public Basic Schools in Ghana," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(6), pages 1705-1721, June.
    • Handle: RePEc:bcp:journl:v:8:y:2024:i:6:p:1705-1721
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    References listed on IDEAS

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    1. Feifei Huang & Zhaofeng Huang & Zhe Li & Minqiang Zhang, 2021. "Relationship between Parental Involvement and Mathematics Achievement of Chinese Early Adolescents: Multiple Mediating Roles of Mental Health and Mathematics Self-Efficacy," IJERPH, MDPI, vol. 18(18), pages 1-14, September.
    2. Sandra Moroni & Hanna Dumont & Ulrich Trautwein & Alois Niggli & Franz Baeriswyl, 2015. "The Need to Distinguish Between Quantity and Quality in Research on Parental Involvement: The Example of Parental Help With Homework," The Journal of Educational Research, Taylor & Francis Journals, vol. 108(5), pages 417-431, August.
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