000			03250nam a22001817a 4500
003			OSt
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008			250319b |||||||| |||| 00| 0 eng d
040			_cNVSU
100			_aGuinsayan, Joel B.
245			_aParents’ after-class Initiatives as discriminators of high and low students’ mathematics performance group of Santa Fe National High School/ _cJoel B. Guinsayan
260			_aBayombong: _bNueva Vizcaya State University, _c2017
300			_ax, 87 leaves: _billustrations (some colored) ; _c28 cm. + _e1 CD
500			_aParents involvement in child's education is one way of increasing the academic achievement of the students and that the Mathematics teachers and schools need to address. This study attempted to determine the contribution of parents' initiatives to students Mathematics performance of Santa Fe National High School (SFNHS) by identifying the parents' after-class initiatives, the discriminators of High and Low Mathematics performance; and establishing mathematical models to predict student's Mathematics performance and its predicted classifications. The Descriptive Survey Design with correlational analysis was adopted and was conducted at Santa Fe National High School (SFNHS), Santa Fe, Nueva Vizcaya from February, 2017 to May, 2017. The respondents of the study were the parents of the SFNHS students enrolled in Mathematics 7, 8, 9, and 10 who belonged above the 15% and below 15% based on the students' academic performances. The researcher's developed parents' after-class initiative questionnaire which was the main instrument of the study. The researcher employed one-on-one conduct of questionnaire to ensure 100% retrieval and likewise, face-to-face interview to gather qualitative data for the analysis. The descriptive statistics such as mean, standard deviation and rank was used in the study in presenting the different parents' after-class initiatives. Discriminant analysis was used to determine the significant discriminators of high and low Mathematics performance. The study found that the following could discriminate high performing schools from low performing schools: sharing of knowledge/ideas while assisting the child in doing the assignment, letting the child read the assignment and teach how to answer, teaching the child how to answer the assignment, letting the child do the assignment then to check after, giving commendation or appreciation after doing the assignment, talking to the child about what he/she is learning, giving example in their assignment, help the child in doing the assignment when he/she asks questions regarding on assignment, checking the student if they have assignments, making sure that the child understands his/her lesson, following-up the child's attendance in the school, instructing the child to study first before playing with his/her friends and sleeping, and limiting the use of gadget at home, either cellphone or tablet. Keywords: Parents' Involvement, Parents' After-Class Activities, Mathematics Achievement, Discriminant Analysis, Mathematical Modeling
500			_aThesis (Master of Arts in Teaching - Mathematics)
504			_aIncludes appendices and bibliographical references
942			_2ddc _cTH _n0
999			_c101 _d101