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

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

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 6, 1705-1721

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.

Date: 2024
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