Parental Roles, Learners’ Attitudes, ad Mathematics Performance

Improving the learners’ mathematics performance remains a challenge in educational system because many factors can significantly affect it. Hence, this study was conducted to determine effect of these two factors, namely, parental roles and attitudes, on Mathematics performance. Employing descriptive-correlational research design, 328 Grade 6 learners their parents randomly selected from all public elementary schools Schools Division Laoag City served as respondents. Data were obtained using self-perception survey instruments analyzed frequency counts, percentages, mean, Pearson’s r, multiple linear regression analysis. Results revealed that highly practiced motivator, resource provider, monitor, content advisor, learning counselor. Also, had favorable attitudes towards along with confidence, enjoyment, benefit/value but moderately anxiety. Moreover, they performed very satisfactorily subject. This also showed family income is not factor extent practices roles, number children does, especially motivator. are affected by roles. In addition, Finally, be predicted through subject anxiety, together practice counselor an explained variance 20.80 %. Findings confirm existing literature about impact process. could create programs activities foster nourish high parents’ participation positive for better