An Examination of the Relationship Between Parental Attitudes and Student Achievement on Standardized Test Scores in Mathematics
The purpose of this study was to examine the relationship between parents' attitudes toward mathematics and students' standardized test scores in mathematics. Eighty-four parents of fourth-grade students in a southeastern military dependent school system were surveyed to determine their attitudes to mathematics when they were in elementary school and their attitudes about mathematics today. Parents also responded to questions about their children's abilities and attitudes toward mathematics. Total scores for the survey were matched with the students' mathematics scores on the Iowa Test of Basic Skills (ITBS). The Pearson Product-Moment Correlation was used to compute the correlation coefficients. A positive significant relationship existed between parents' attitude and the students' mathematics ITBS scores.
Standardized Test Scores, Fourth-Grade Students, Mathematics, Parents, Iowa Test of Basic Skills, ITBS, Early Childhood Education, Educational Assessment, Evaluation, and Research, Science and Mathematics Education
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