Achievement in Mathematics of Ninth Class Government School Students in Relation to Their Parental Involvement

Authors

  • Kiranjit Kaur Assistant Professor Dev Samaj College of Education, Chandigarh, India.

DOI:

https://doi.org/10.15415/iie.2017.51004

Keywords:

Achievement in mathematics, general welfare, monitoring, leisure time activities, academic growth, psychological autonomy, parental involvement

Abstract

This study examines the achievement in mathematics of ninth class government school students in relation to their parental involvement. The findings were based on the responses of 453 government school adolescents (223 males and 230 females) selected from ten government schools of Chandigarh. Parental Involvement Scale and Mathematics Achievement test developed and standardized by the investigator were used for data collection. Results show that achievement in mathematics of adolescents studying in government schools is significantly and positively related with general welfare, monitoring, leisure time activities, and academic growth dimensions as well as parental involvement (total), except psychological autonomy dimension of parental involvement. The study concluded that there is significant difference in achievement in mathematics of ninth class government school students in relation to their parental involvement.

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Published

2017-03-06

How to Cite

Kiranjit Kaur. (2017). Achievement in Mathematics of Ninth Class Government School Students in Relation to Their Parental Involvement. Issues and Ideas in Education, 5(1), 59–71. https://doi.org/10.15415/iie.2017.51004

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