The influence of parents' socioeconomic status on children's mathematics learning outcomes
DOI:
https://doi.org/10.30606/absis.v9i2.4611Keywords:
socioeconomic status, mathematics learning outcomes, simple linear regression, Central TapanuliAbstract
Low mathematics learning outcomes among children in remote rural areas remain an educational concern. This study aimed to analyze the relationship between parental socioeconomic status (SSE) and the mathematics learning outcomes of children aged 13–15 years in Aek Gambir Village, Lumut District, Central Tapanuli Regency. Parental SSE was measured using a questionnaire covering three dimensions: education level, type of employment, and family income level. Mathematics learning outcomes were measured using an essay test that had undergone expert review for content validity and was accompanied by a test blueprint and scoring rubric. This study employed a quantitative ex post facto design. The sample comprised all 30 children aged 13–15 years residing in Aek Gambir Village and was selected through total sampling, with informed consent obtained from their parents or guardians. Questionnaire validity was examined using Pearson product-moment correlations, and reliability was assessed using Cronbach's alpha (α = 0.858). The Pearson correlation analysis yielded r = 0.887 (p < .001), while simple linear regression produced the equation Ŷ = 3.631 + 0.187X with R² = 0.786. Thus, parental SSE accounted for 78.6% of the variance in children's mathematics learning outcomes. Because this study was correlational, the findings represent a predictive association and should not be interpreted as evidence of causality
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