Abstract
The goal of the study was to determine the relationship between parental involvement, mathematical skills, and students’ mathematics performance. The researchers employed a descriptive correlational research design to determine the relationship between math performance, parental involvement, and mathematical skills. The participants of the study were 67 first-year and 56 second-year education students of private university currently enrolled during the second semester of the school year 2022-2023. Total Enumeration Sampling technique was used in the selection of the participants. Likewise, adapted survey questionnaires were used to ascertain the level of parental involvement, mathematical skills, and students’ mathematics performance. The findings of the study revealed that the students have a moderately high level of parental involvement from their parents and a high level of mathematical skills in terms of interest and study habits but have a low performance in mathematics. Thus students’ math performance is not directly affected by the students’ parental involvement of their parents, interest, and study habits. Despite the high level of parental involvement and mathematical skills most of the students still have difficulty in mathematics.
