Theses and Dissertations

Date of Award

2025

Document Type

Dissertation - NSU Access Only

Degree Name

Doctor of Education (EdD)

Department

Abraham S. Fischler College of Education and School of Criminal Justice

Advisor

John Kellmayer

Committee Member

Matthew Delaney

Committee Member

Kimberly Durham

Keywords

academic achievement, Algebra 1, culture beliefs, math self-efficacy, parent attitude, parent involvement

Abstract

The purpose of this qualitative descriptive study was to understand how parent math self-efficacy influences their involvement level in their secondary Algebra 1 student’s academic achievement. The study sought to capture parental attitudes of math self-efficacy and describe how attitude contributes to involvement impacting child math achievement in Algebra 1.

The results of the study indicated parents with elevated math self-efficacy tend to engage in meaningful instructional support more effectively than those with low math self-efficacy. Although parents with increased math confidence assume more instructional support roles, all parents tend to advocate for their children either directly or indirectly. To further understand the perceived shortcomings of low parent involvement, barriers of cultural beliefs and expectations, parent-school communication, collaborative relationships, and socioeconomic status were explored. The findings suggest a policy implication based on need for schools to implement parent programming supporting parent math engagement and influence to enhance student achievement at the secondary level.

A recommendation for future research includes duplicating the study internationally or outside of Virginia within the United States to gain insight from additional parents. Another recommendation suggests a similar study with a reading and writing literacy context to explore parent efficacy impact with math and literacy connected relationsh

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