Parental and Teacher Support, Attitude Toward Math, and Performance in Mathematics of the Grade VI Pupils

Aim: This study aimed to examine the level of support from parents and teachers, the attitude towards Mathematics, and the academic performance in Mathematics of Grade VI students in different elementary schools in Barangay Semirara, Caluya, Antique.Specifically, it sought to determine the levels of parental and teacher support, assess students' attitudes towards Mathematics, evaluate their academic performance, and explore the relationships among these variables. Methodology:The study employed a descriptive-correlational research design with a quantitative approach.A total of 150 Grade VI pupils from elementary schools in Barangay Semirara, Caluya, Antique were selected through proportional random sampling.Data were gathered using a structured questionnaire that measured parental and teacher support, students' attitudes toward Mathematics, and their academic performance.A Likert scale was utilized for responses.Descriptive statistics summarized the data, while Pearson's Product-Moment Correlation was used to analyze relationships among variables. Results:The findings revealed that students perceive strong academic support from both parents and teachers.Parental support showed a significant correlation with Mathematics performance, particularly when associated with disciplinary strategies such as threats of punishment and guilt-inducing criticism.In contrast, perceived teacher support did not significantly correlate with academic performance.Among the attitude dimensions, students exhibited a generally positive disposition toward Mathematics, with high scores in keenness and enjoyment.However, only keenness to learn showed a significant correlation with academic performance. Conclusion:The academic performance of Grade VI students in Mathematics is generally satisfactory.The results underscore the complex dynamics between support systems and attitudes in influencing students' achievement in Mathematics.