Article Per Year (5 Year)
p-Index From 2021 - 2026
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All Journal International Journal of Multidisciplinary: Applied Business and Education Research
Ramir G. Pacheco
Dr Emilio B Espinosa Sr Memorial State College of Agriculture and Technology
Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Environmental Science Medicine & Pharmacology

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Relationships of Parental Involvement to Students’ Mathematics Attitude and Performance Richel B. Rabas Rabas; Rocel A. Turco; Ramir G. Pacheco
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 7 No. 4 (2026): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.07.04.17

Abstract

Parental involvement remains an underexplored factor in understanding students’ attitudes and performance in mathematics at the tertiary level. This study aimed to explore the relationships of parental involvement to students’ mathematics attitude and performance. Utilizing a descriptive-correlational research design, data were gathered from 142 first-year students at Dr. Emilio B. Espinosa Sr. Memorial State College of Agriculture and Technology (DEBESMSCAT) Cawayan Campus through the Parental Involvement Scale and the Students’ Attitude Towards Mathematics Questionnaire. Descriptive statistics and Spearman's rank correlation coefficient were used to analyze the data. Findings showed that parental involvement among respondents was at a moderate level (M=12.81), students exhibited a neutral attitude towards mathematics (M=3.31), and their performance in the subject was good (M = 87.8). The analysis did not reveal a significant correlation between the level of parental involvement and students’ attitudes towards mathematics ( p= .41). However, a significant positive correlation was identified between parental involvement and students’ performance in mathematics (  .23, p= .01). In light of these findings, the study suggests that to improve students' performance in mathematics, parents may adopt a supportive role that also encourages independence. Educators are encouraged to implement engaging, student-centered teaching methods, while schools should enhance communication and involvement initiatives between parents and teachers. Future research is recommended to explore additional factors that may affect students’ attitudes and academic success in mathematics.
Strategic Thinking and Reasoning in Integer Knowledge Enhancement (Strike): Manipulative Tool in Enhancing Integer Operations Ryan L Dumaguin; Rocel A. Turco; Richel B. Rabas; Ramir G. Pacheco; Emma O. Cajurao; Rio A. Villarias
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 7 No. 8 (2026): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.07.08.23

Abstract

This study evaluated the effectiveness of the Strategic Thinking and Reasoning in Integer Knowledge Enhancement (STRIKE) manipulative tool in improving the integer operation skills of Grade 9 learners at Lantangan National High School. A quantitative pre-experimental one-group pretest–posttest design was employed involving 30 purposively selected Grade 9 learners who obtained the lowest scores in the Integer Test of Primary Operations (ITPO). Participants received a two-week intervention using the STRIKE manipulative tool before completing the posttest. Descriptive statistics were used to summarize learners' performance, while paired-samples and independent-samples t-tests determined significant differences in achievement. Results revealed significant improvements in both male learners (t = −6.9099, p < .05) and female learners (t = −12.435, p < .05) following the intervention. Although female learners obtained a slightly higher mean posttest score than male learners, no statistically significant difference was found between the two groups (t = 1.9999, p = .0553). The findings suggest that the STRIKE manipulative tool is an effective instructional intervention for improving Grade 9 learners' performance in integer operations by enhancing their conceptual understanding and computational proficiency while providing equitable learning opportunities regardless of sex. Future studies are recommended to employ larger samples and experimental or quasi-experimental designs with comparison groups to further validate its effectiveness.
Co-Authors Emma O. Cajurao Richel B. Rabas Richel B. Rabas Rabas Rio A. Villarias Rocel A. Turco Ryan L Dumaguin