Abstract:
Poor performance in Mathematics over the years by students has raised many questions which can only be answered through research. The need for research against the background of the importance of Mathematics in the curriculum and career placement cannot therefore be overemphasized. This study was designed to respond to the concem raised due to low achievement of some of the students in Mathematics.
The purpose of this study was to investigate the influence of parenting styles and self
conception students' achievement in Mathematics among secondary schools. Other
variables investigated were gender differences, category of school, family land size
and parental levels of education. This study was modeled on the cognitive social
leaming theory by Bandura (1977), which is built on the premise that behavior is
learned through observation. A casual comparative research design was used and a
sample of 214 respondents consisting of 96 boys and 108 girls drawn from 11
secondary schools was used. Stratified random sampling was used to select
respondents from 11 out of 20 schools. The respondents in the study were form three
students in Kaplamai Division in Trans-Nzoia District. A total of 214 students
respondedto the questionnaires. Scores in Mathematics were extracted from internal
examinationrecords of schools which participated in the study. The data collected was
analyzedusing means, standard deviations, Pearson product moment correction, t-test
and one way ANOVA. The findings from the study indicated that Authoritative and
Authoritarianparenting styles have significant influence on students' self concept and
achievement in Mathematics; the values obtained were (t= 6.58 and 4.83) for self
concept and (t = 7.51 and 5.23) for Mathematics achievement at P S 0.05. Gender
differenceswere found to have significant influence both on Mathematics achievement
and Mathematics self concept of students. The values were (t = 1O.21and 8.46) at P S
0.05 respectively. Male students had positive Mathematics self concept and were better
achievers in Mathematics compared to female students .Parental levels of education
and school categories registered significant relationships with students' self concept
and achievement in Mathematics. Parental level of education versus self concept (F =
6.18); school categories versus self concept (F = 14.05). Parental levels of education
versus Mathematics achievement (F = 9.05); school categories versus Mathematics
achievement(F = 12.08) respectively. However no significant relationships were found
between school categories, family land size with students' achievement in
Mathematics and self concept. No significant relationships were found between
Neglectfuland Permissive parenting style with students self concept and achievement
in Mathematics. From the findings it was concluded that Authoritative and
Authoritarian parenting styles as well as self concept have significant influences on
students' achievement in Mathematics; parental levels of education and school
categories have significant relationships with students' achievement in Mathematics
and their self concept. It was therefore recommended that parents, teachers and all
stakeholders in Mathematics education should strive to foster positive self concept of
students and make attempts to eradicate stereotyped roles which promote gender
disparity in Mathematics achievement