Investigation of parental participation of secondary school students in mathematics education according to students, teachers and parents' perception

In this study, perceptions of parental participation in education of middle school students, middle school students' parents and middle school mathematics teachers and the factors affecting these perceptions were evaluated. Students' perceptions of parental participation whether it differ according to the level of parents' education, mathematics achievement level perceptions, number of siblings and number of siblings who are students, teachers' perceptions of parental participation whether it differ according to their age, gender, educational status and parents' perceptions of participation, whether it differ depending on their working status, educational status, level of achievement and perceptions of mathematics have been investigated. The sample of the study was conducted from 196 students in 6, 7 and 8 grades in 3 different secondary schools, 210 parents from the same schools and 194 teachers from Turkey in 2017-2018 academic year. The scale was used to measure parental participation levels which has been developed by Epstein, Connors and Salinas (1993), used by Johnson (2014) for the MINDSET Project, adapted to Turkish by Masal, Takunyaci, Şevik (2019) (in print) and applied at the middle school level. The results of the statistical analyzes conducted on the data obtained from this scale are as follows: Students' perceptions of parental participation did not change significantly compared to their father's education level, according to mother's educational status, parents 'perceptions of parents' participation in secondary school graduates were higher than the whose mothers were primary or high school graduates Parents 'participation in their children's education varies significantly depending on students' level of mathematics achievement. The parents' perceptions of participation of the students who fail in mathematics is higher than the parents' perceptions of participation of the students who are intermediate or succesful in mathematics and perceptions of participation of students who see themselves as intermediate in mathematics is higher than the students' perception of participation who see themselves succesful. The number of siblings and the number of students from these siblings do not create a significant change in their perceptions of parental participation. There is no significant relationship between teachers' perceptions of parents' participation in education and teachers' gender, duration of professional experience and educational status. Parents' perceptions of parents' participation differs significantly according to the parents' working status, educational status, mathematics achievement level perceptions and parental proximity. Parental participation of the working parents is higher than the test scores of the non-working parents. Parental participation of parents who are tertiary education graduates is higher than that of primary school, middle school and high school graduates. Parents' involvement in mathematics that parents who have found themselves in mathematics succesful is higher than that of parents who have found themselves in mathematics at mid-level and failing in mathematics. Fathers 'perceptions of parental participation in mathematics education were higher than mothers' perceptions of parental participation in mathematics education.