Parental involvement in managing senior secondary pre-class tasks for flipped mathematics instruction

The success of flipped classroom pedagogy in senior secondary mathematics relies not only on the quality of instructional design but also on the support students receive outside the classroom, especially within the home. While flipped learning continues attracting recognition, empirical evidence is limited on how parental involvement, shaped by socioeconomic conditions, influences students' management of pre-class tasks. Drawing on a combined application of the Unified Theory of Acceptance and Use of Technology (UTAUT) and Epstein's Framework of Parental Involvement, this study evaluated the relationship between parental involvement in managing flipped mathematics pre-class tasks and socioeconomic status (SES). Implementing a quantitative correlational design, the research gathered data from a sample of 266 parents through a 40-item questionnaire rated on a 5-point Likert scale. A composite index derived from multiple demographic indicators helped categorize parents into SES groups. Descriptive statistics, including medians and interquartile ranges, summarized patterns of parental involvement across SES groups, while Spearman's rank-order correlation assessed the strength and direction of the relationship. Descriptive statistical findings highlighted that parents from high socioeconomic backgrounds consistently recorded higher median scores across all involvement dimensions, with considerable differences in resource provision and home learning support. Inferential analysis reported a strong, positive, and statistically significant relationship between parental involvement and SES, {ρ(196) = 0.69, p < .001, N = 198}, demonstrating that higher SES was associated with greater parental engagement in pre-class tasks. These findings underscore purposeful interventions to reduce socioeconomic disparities in parental capacity to support flipped mathematics learning.