Parental Involvement and Mathematics Academic Performance of Grade 2 Learners
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Parenting involves providing a supportive home environment that fosters learning. This paper examines the parental involvement and the Mathematics academic performance of Grade 2 learners of Balingasag Central District. Specifically, it is geared to determine the extent of parental involvement, the Mathematics academic performance of Grade 2 Learners for the Second Quarter of the School Year 2022-2023, and the relationship between parental involvement and Mathematics academic performance. The instrument used was an adapted questionnaire by Grover (2015). It employed the descriptive-correlation research design using Stratified Random Sampling among one hundred fifty (150) parents respondents. The statistical tools were the mean, standard deviation, frequency, percentage, and Pearson Correlation Coefficient. The study found that the level of parental involvement in parenting, communicating, learning at home, decision-making, volunteering, and collaborating with the community was High. They have a Satisfactory level of learners Mathematics Academic Performance. All six types of Epstein parental involvement were significant in the Mathematics Academic Performance of Grade 2 learners. Thus, parents may continue to be involved in their childrens education and overall development by helping them with homework, attending school events, communicating with teachers, volunteering at school, participating in parent-teacher associations, and supporting their childrens extracurricular activities.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it