This research investigates the association between parental commitment and elementary learners' disposition and academic performance in mathematics. Having a quantitative correlational methodology, data were amassed from 31 parents via structured surveys and pupils' academic documentation. Validity and reliability examinations confirmed that the tools utilized were accurate and dependable. Descriptive outcomes indicated substantial parental involvement and generally affirmative student attitudes toward mathematics. Spearman’s rank-order correlation unveiled a robust positive linkage between parental participation and student attitudes and a moderately beneficial relationship with academic outcomes. These results underline the vital role of positive parental involvement in sustaining students' feelings and performance in mathematics and academics while promoting active collaboration in schools and families to enhance student academic performance.
Ibrilla et al. (Wed,) studied this question.