The Relationship among Parental Involvement, Socioeconomic Status, and Mathematics Achievement in Jordan

The purpose of this study is to examine relationships between combinations of socioeconomic status (SES) of students families, the students parents involvement (PI) levels, and students mathematical achievement (SMA) in Jordan. A three sections instrument was distributed to parents/guardians of students in order to collect demographic information, socioeconomic status, parental involvement levels, and mathematics achievement. The sample consisted of parents of male and female students in fourth, fifth, and sixth grades, 93 male students (61.2 %), and 58 female students (38.2 %). The study revealed no relationship between socioeconomic status and parental involvement in Jordan, positive relationship between parental involvement at home (PIH) and students mathematics achievement (SMA), a positive relationship between parental involvement at school (PISC) and students mathematics achievement (SMA), and a positive relationship between family income and SMA, and parents education level and SMA, while no relationship was found between parents employment status and SMA. The findings suggested a number of recommendations for further research and practice, specifically with regard to curriculum development and the design of parent-school communication programs.