Abstract
Many students’ dread of mathematics all over the world necessitates efforts to evolve strategies to arouse students’ interest, improve students’ engagement with the subject, enhance performance and consequently impact positively on the national growth of the country. The provision of home and classroom environments that are conducive to mathematics learning through Parent-Teacher Partnership (PTP) might be a step in this direction. A sample of 4146 SSS3 students with their parents, and 74 mathematics teachers from 72 schools (public=48 and private=24) selected from 12 Local Government Areas (LGAs) in the three senatorial districts in Oyo State, Nigeria provided data used in investigating the causal effect of PTP on student’s academic engagement and mathematics achievement. One rural LGA was purposively selected and three LGAs randomly picked from each senatorial district. Intact classes were sampled from the six randomly selected schools from each LGA sampled. Analysis revealed that the PTP (knowledge t= 7.437 & t=6.543 &; attitude t=2.096 & t=4.361; and practice t=6.554 &t=6.604) of parents influenced students’ academic engagement and achievement in mathematics. To the mathematics teacher, only PTP (attitude t=6.234 & t=4.817; and practice t=8.009 & t=6.476) influenced students’ academic engagement and achievement in mathematics in senior secondary schools in Oyo State, Nigeria while teacher PTP knowledge (knowledge t=1.208 & t=5.787); is significant only for mathematics achievement. In addition, student’s mathematics engagement (t=7.260) is significant on mathematics achievement. School authorities and stakeholders in education should, therefore, encourage teachers to partner with parents to heighten achievement in mathematics.
Author Information
Taiwo Omorinola Oladipo-Abodunwa, The Polytechnic, Ibadan, Nigeria
Joshua Oluwatoyin Adeleke, University of Ibadan, Nigeria
Paper Information
Conference: PCE2024
Stream: Primary & Secondary Education
This paper is part of the PCE2024 Conference Proceedings (View)
Full Paper
View / Download the full paper in a new tab/window
To cite this article:
Oladipo-Abodunwa T., & Adeleke J. (2024) Influence of Parent-Teacher Partnership on Students’ Academic Engagement and Mathematics Achievement in Nigeria ISSN: 2758-0962 The Paris Conference on Education 2024: Official Conference Proceedings (pp. 379-394) https://doi.org/10.22492/issn.2758-0962.2024.30
To link to this article: https://doi.org/10.22492/issn.2758-0962.2024.30
Comments
Powered by WP LinkPress