| Low mathematics achievement among high school students negatively impacts students' overall school success. As schools strive to improve mathematics achievement among students, a general consensus among researchers is that parents play a vital role in student learning at any grade level. The purpose of this nonexperimental, quantitative study was to explore the relationship between parent involvement behaviors, student-perceived parental involvement behaviors, and high school students' mathematics achievement. The theoretical foundations of the study were Vygotsky's social constructivism theory, Hoover-Dempsey's and Sandler's framework of parental involvement, and Bronfenbrenner's ecological theory of interaction. Using a purposeful sample, data were collected from survey responses from parents (n = 120), students ( n = 120), and students' archived End of Course Test (EOCT) scores (n = 120). The results of the Spearman and Pearson correlation analyses indicated a significant positive relationship between parents' involvement behaviors, students' reported perceptions of parental involvement behaviors, and students' mathematics EOCT achievement. Recommendations include providing parent training initiatives and supporting educators in their work as they help parents gain core content competencies. These findings suggest that students benefit from parental involvement, even when their parents are unsure of their own effectiveness. The school community can also use these results to plan targeted parental involvement programs in order to enhance students' overall academic achievement. |
