A model for determining parenting involvement of Greek parents in their children's Mathematics Education

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Published: Dec 1, 2017
DOI: https://doi.org/10.12681/enedim.15035
Keywords:
Parental involvement in children's education Mathematics Primary school School achievement
Χαράλαμπος Χαράλαμπος Λεμονίδης (Charalambos Lemonidis)
University of West Macedonia
Σωτήρης Μαρκαδάς (Sotiris Markadas)
University of West Macedonia
Ελένη Τσακιρίδου (Eleni Tsakiridou)
University of West Macedonia
Abstract

The involvement of parents in the education of their children is now recognized as a highly signifi cant factor in the improvement in the effi ciency of schools. Parents can, through their actions and their oversights, through deep understanding and attitude, strengthen or weaken the attempts of their children as they  strive to become informed, learn, gain knowledge, dexterity and competence. In this study, an inventory of the parameters of the involvement of Greek parents in the area of the learning of Mathematics at Primary school, the extent of its features and the comparison of its effects on the educational performance of children in Mathematics. Characteristics of parental involvement were examined and analyzed from a sample of 1306 parents, at the same time an attempt to make their effects known as also the relationships that appeared regarding demographic and socio-economic variables. The research brought forward a model constructed from six categories of parental involvement:

1. Parent-teacher interaction

2. Provision of suitable conditions and opportunities for learning

3. Learning at home

4. Parental participation in school activities

5. Rules for the child adopted by the family

6. Interest in the child’s school life

Only three of these categories are related to performance in mathematics. The insurance of an environment which makes the children’s learning attempts easier (2nd category of parental involvement) has a positive impact on their mathematical achievements. The increased participation in school activities seems to be positively connected to their Mathematical achievements and to the children’s tendency towards them. Questions at children about school, conversations with other parents about the school events, common discussions within the family about school progress and any diffi culties children face seems to be connected with the school grades in Mathematics. The educational level of the parents is the variable with the most important impact on the aforementioned model.

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Author Biographies
Χαράλαμπος Χαράλαμπος Λεμονίδης (Charalambos Lemonidis), University of West Macedonia
Professor
Σωτήρης Μαρκαδάς (Sotiris Markadas), University of West Macedonia
PhD student
Ελένη Τσακιρίδου (Eleni Tsakiridou), University of West Macedonia
Professor
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