Abstract:
The relationship between parental attitudes, beliefs and expectations (ABE) on the mathematics achievement of Grade 5 learners in South Africa was investigated in this study while accounting for background factors. The current study analysed data from the Trends in International Mathematics and Science Study (TIMSS Numeracy 2015). A total of 10 932 learners and 10 493 parents participated in the study in South Africa. At the time, a two-stage stratified sampling design was used to select a nationally representative sample. The participants answered questionnaires, and the learners wrote a mathematics assessment.
This study takes the form of a secondary analysis. Descriptive statistics and linear multiple regression analysis were used to assess the degree to which parental ABE is related to mathematics achievement. The results of the study showed that there was no discernible relationship between parental attitudes and mathematics achievement. There was also no relationship between parental homework involvement and learner achievement in mathematics. However, some relationship was found between mathematics achievement and parental expectations. Other background factors which showed a relationship with mathematics achievement were socio-economic status, how often a child spoke the language of the test, provision of private tutors and the early numeracy activities done by the child before going to school.
