Parents Support, Teachers Support, and Intelligence as Predictors of Mathematics Learning Achievement in Class XI of Yogyakarta Senior High Schools

Abstract

This study aims to analyze and assess the achievement of learning mathematics in terms of high school students based on parental support, teacher support, and intelligence. This study was conducted with a quantitative approach using regression analysis in senior high schools in Yogyakarta. Measurement of mathematics learning achievement was generated from test scores obtained in the final test of Semester II Academic Year of 2013/2014 compiled by teachers. Parental support and teacher support variables were measured using a modified scale. This study was conducted with 145 subjects consisting students from four high schools in Yogyakarta. Schools were selected with a purposive sampling technique with consideration that the school has A-rank in accreditation. Based on the results of data analysis, it is concluded that parental support, teacher support, and intelligence can predict mathematics learning achievement simultanously . In male students, parental support, teacher support, and intelligence can not predict mathematics learning achievement, while in female students, these variable do. The study also reveals that teachers support and intelligence are significantly correlated with mathematics learning achievement, whereas parental support is not. DOI: 10.5901/mjss.2016.v7n1p427