Parental involvement and grade 8 learners' academic achievement in mathematics : a study of selected schools in East London, South Africa
| dc.contributor.advisor | Adu, Emmanuel Olusola | en |
| dc.contributor.advisor | Creator e.g. Surname, Name (no title or punctuation) | en |
| dc.contributor.author | Eesuola, Omobola Foluke | en |
| dc.date.accessioned | 2026-08-19T01:26:04Z | |
| dc.date.available | 2026-08-19T01:26:04Z | |
| dc.date.issued | 2018 | en |
| dc.description.abstract | This investigation springs from the realization that academic achievement is influenced by different environmental factors. The influence of parental involvement on learners’ academic achievement has been recognized globally by experts in the education industry. As integral as parental involvement is, education industry is yet to come to terms on the best type of parental involvement needed for the teaching and learning of Mathematics in high schools especially at the transition phase. The aim of this study was to establish the relationship between parental involvement and grade 8 learners’ academic achievement in Mathematics. Quantitative research method was used for data collection. The data was collected with the use of parental involvement questionnaire for learners (PIQL) and learners Mathematics academic achievement scores. The research was conducted in six schools (public and private) within the East London Education District. The total sample size was 460 Grade 8 learners who were randomly selected across the board. The outcomes of the investigation revealed that parental involvement enhances the academic achievement of grade 8 learners irrespective of a definition of it or the measure of achievement. Furthermore, the results of this findings indicate that good parenting styles, parental support and parental educational background (r = 0.54; P < 0.05), (r =0.20; P< 0.05), (r = 0.68; P < 0.05) respectively are prerequisite for learners’ academic achievement in mathematics, showing that the variables are significantly related to learners academic achievement in mathematics; while parental involvement in the area of communication and family structure were very weak (r = 0.05; P > 0.05), (R=0.09; R2=.005; P < 0.05). This study therefore, recommended that parental involvement should be beefed up especially in areas of communication and family structure, by both the parents and teachers in order to enhance learners’ academic achievement in Mathematics. | en |
| dc.format | 272 leaves | en |
| dc.format | en | |
| dc.identifier.citation | Eesuola, Omobola Foluke. 2018 | en |
| dc.identifier.other | vital:35497 | en |
| dc.identifier.other | http://hdl.handle.net/10353/10497 | en |
| dc.identifier.uri | http://hdl.handle.net/20.500.11837/4927 | |
| dc.language.iso | English | en |
| dc.publisher | University of Fort Hare | en |
| dc.publisher | Faculty of Education | en |
| dc.rights | University of Fort Hare | en |
| dc.subject | Education -- Parent participation -- South Africa | en |
| dc.subject | LCSH | en |
| dc.title | Parental involvement and grade 8 learners' academic achievement in mathematics : a study of selected schools in East London, South Africa | en |
| dc.title.alternative | Parental involvement and grade 8 learners' academic achievement in mathematics : a study of selected schools in East London, South Africa | en |
| dc.type | Thesis | en |
| dc.type | Doctoral | en |
| dc.type | Education | en |