Abstract
This study investigates the impact of parental involvement and teachers' motivational strategies on students' interest in learning mathematics. Using a quantitative approach with 353 freshmen in Basic Math, data were collected through an adapted survey and analyzed using Pearson’s r to assess variable relationships. Significant positive correlations were found, with r-values ranging from 0.447 to 0.541 (p = 0.001), except for a weaker correlation in monitoring (r = 0.253). Results indicate that active parental engagement and teacher motivation strategies foster a positive math learning attitude, enhancing academic performance. However, parental roles as motivators and math content advisors were not significant predictors of learning interest (p = 0.069 and 0.802). The study suggests that while parents may find it challenging to fulfill these roles due to limited math knowledge, maintaining supportive relationships and offering encouragement can still positively influence their children’s learning interest.
