Exploring the Interplay among Study Habits, Attitude Towards Mathematics and Parental Involvement: A Path Analysis of their Impacts on Students’ Performance in Mathematics

Abstract

This study aimed to examine the relationship between study habits, attitude toward Mathematics, and parental involvement in students' Mathematics performance. It also sought to identify a path model that best predicts students' Mathematics performance. The research involved 224 Grade 8 students from secondary schools in Malungon 2 District, Division of Sarangani, selected through stratified random sampling. Data were collected using surveys and students’ second-quarter grades in Mathematics. The study utilized a questionnaire consisting of thirty statements, with responses ranging from strongly agree to strongly disagree. Results indicated that students exhibited high levels of study habits, positive attitude toward Mathematics, and high levels of parental involvement. Their Mathematics performance was classified as Proficient. Correlation analysis revealed that, among the three variables, only parental involvement had a significant relationship with students’ academic performance in Mathematics. Furthermore, the path model showed that study habits, attitude toward Mathematics, and parental involvement each had a direct influence on students' academic performance. Based on these findings, it is recommended to continue using diverse teaching strategies and differentiated learning activities to further enhance students’ study habits and attitudes. School administrators are also encouraged to implement programs that strengthen parental involvement, such as parent-child tutorials at home, regular parent-teacher conferences, and active participation in school events like recognition days. Original Research Article