Chapter-I
Introduction
Background of the Study
Nepal is multi-religious, multi-caste, multi-lingual, multi-cultural country with geographical diversity and inhabited by various regional groups. Because of diversity in the Nepalese society, there are inequalities in profession, socio-culture, economy, and educational based on the caste and ethic. The social function of the school is that it equips individuals with profession social norms, values, behaviors and that norms can be both discriminative and not discriminative. The social injustices of past schooling practices can no longer be tolerated. Parents profession is also a major topic that has to be discuses that how can we promote or make easy for those family who live under low income and low status in society. We also need to know how the low-income status family support their children to get better achievement in mathematics. I choose this topic to know how different type of profession of family’s children get success in mathematics and what type of problem they generally were face. 
There is an urgent need to cultivate skills in science, technology, engineering, and mathematics students, especially given the increasing growth in the number of` science, technology, engineering, and mathematics positions and corresponding shortage of qualified individuals to fill them. Mathematics plays a significant as well as a supporting role in these disciplines but there has been a dramatic decline in the number of students enrolled in core mathematics courses in school (Xingfeiyue liu, 2018). It is important to explore the factors influencing students’ learning of mathematics in high school. In this study, I have the aim to explore types of parent’s profession and support influencing the level and the growth of students’ learning of mathematics in school.
Previous studies explored many aspects of the relationship between mathematics achievement and social support of parents, teachers, and peers respectively. However, this unidimensional approach which examines the relationship between one factor (parents/ teachers/ peers social support) and students’ mathematics achievement, may not be enough to capture different types and amounts of social support students receive. Therefore, it is important the social factors that help to investigate the relationship at more comprehensive level (Ciara Lane, 2017). My study was extended their approach to a longitudinal setting and examines the relationship that parent’s profession support and the level and growth of the students’ learning of mathematics.
Parental profession refers to the extent to which parents are dedicated, interested, knowledgeable about, and take effort to actively participate in their children’s lives, which is characterized as parents’ commitment to providing resources for children’s learning. There was a bunch of research supporting that parental involvement in children’s learning fosters their learning as well as facilitates their academic achievement. Previous research found that parental involvement facilitated children’s achievement by its effect on children’s academic motivation. Students’ motivation toward academic achievement is described as parent-oriented when they are driven by the desire to meet their parents’ expectations or requirements for the sake of gaining their corresponding approval, which provides the evidence for the significant role of parental involvement in students’ mathematics achievement (Odoh longinus Chukwudi, 2011). Study indicated that when parents were more actively involved in their children’s school lives, their children tended to have higher academic performance and engagement in school activities.
There are many different ways to categorize parent-oriented involvement, including controlled and autonomous involvement based on self-determination theory, multidimensional involvement including behavioral involvement, and personal involvement, and cognitive or intellectual involvement, and school-based involvement and home-based involvement. 
School-based parental involvement is defined as practices in which ask parents make contact with schools, including taking part in school events, volunteering at school, and attending parent-teacher conferences and so on. Home-based parental involvement is generally related to the activities. taking place at home, such as, helping children finish their homework, talking with children about the issues happened in school, and engaging children in intellectual activities. Also, there is a study showing that expectations for children and the value parents placed on education also affect children’s academic achievement as a form of parental involvement (Dibyajyoti Mahanta, 2014).
Based on previous studies, I choose this topic which can represent parental involvement well in aspects of parents’ expectation and value, and home-based involvement. Compared to teachers and peers, parents have a relative limited impact on mathematics learning in school-based setting. Therefore, I had considered only parents’ profession and their involvement at home to get better learning in mathematics.
In developing country, like Nepal, not much been reported on the influence of parent’s background on students’ performance. Due to high level of illiteracy of the parents, it is very hard to earn good grade without the help of parent’s involvement. All these informed the need to appraise the relationship between parent’s profession and educational level of students’ academic performance in Nepal, with special emphasis on accounting education. Profession measures social position by describing job characteristics, decision making ability, control and psychology demands of person’s highest academic attainment. This type of level of education acquired by parent’s profession of the students. 
Mathematics enables a child to think and communicate quantitatively, solve problems, recognize situations where their aptitude can be applied and use appropriate technology to support their cause. It gives the child an instrument through which it may measure, analyze and explain a wide range of phenomena, make trend projections, or solve problems of personal interest in general (Ciara Lane, 2017). The majority of the parents in rural part of Nepal are not aware of their responsibilities towards the education of their children. They think that school and related teacher are fully responsible for better achievement. Parents profession are different according to the person, place and social environment.  It has been found out that, the home environment like profession of the family is a strong predictor of student achievement. 
The role of parents affects and achievement has received some attention in the literature. Parents’ influence can be explained by three underlying mechanisms according to Bosco & Bianco (2005), these being: socialization, modelling and resources. As part of these mechanisms, it is suggested that parents’ values, attitudes etc. can be passed to their children, with obvious connotations with regards to students’ images of mathematics. Lim (1999) and Lane et al. (2014) found parents is the most common influence in forming an image of mathematics. Furthermore, results indicate that students from disadvantaged backgrounds tend to have a more negative mathematical self-concept than advantaged students, likely linked to lower mathematical achievement.
In our society, students belong to different family background whose profession are directly affect in learning mathematics achievement. We need to discuss how the low family profession children overcome on their problem to get better learning in mathematics and figure out how they achieve that success. This study had the aim to point out the impact of parent’s involvement in the home environment that determine the achievement of the student.
Statement of the Problem
This study was mainly concerned with the mathematical learning achievement of student by their family background profession and impact of their parent’s profession in student. Every child spends more time at home than school. Home environment decides the learning outcomes of the student. Home environment plays important role in student’s mental as well as physical development. Basic education level is the fundamental and stone of the educational edifice. It should have equal interest for all. It is the natural things that all student comes from different family background. Every family would have different situation at home. Even all student comes from different background, every parent’s wants to have better learning in their student. But unfortunately, student achievements are different by family profession. This study was tried to figure out how some list profession family background' student over come from their situation as well as how some well profession parents handle their student to get better achievement. This study had also tried to discuss achievement between different student by their family profession. It was also focus on the impact of parent’s profession and the way to overcome on problem to get success in learning mathematics.
This research primarily tries to answer the following questions:
•	Does mathematics achievement of student is different by parent’s profession?
•	How the parent’s profession influence in their student’s mathematics learning?
Significance of the Study
The outcome of this study might be significant to researchers in that it provides additional empirical data for a better understanding of some of the factors that influence for different levels of students’ performance in mathematics. More importantly, this study will contribute that the parent’s profession plays vital role in student achievement. Despite the importance of mathematics education, it has increasingly been observed in recent times that the achievement of students in mathematics in all tiers of education is far from satisfactory. Hence it was necessary to study all the possible factors that affect achievement in mathematics. 
Objectives of the Study
The objectives of this study were as follows:
•	To compare the mathematics achievement of students based on parent’s profession.
•	To explore how the different profession of parents’ influence in their children’s mathematics learning.

Research Hypothesis
	The research hypothesis of the study is follows:
•	There is significance difference in achievement score of students in mathematics by parent’s profession.
•	There is significance difference between the jobholder parent’s student achievement and business man parent’s student achievement.
•	There is significance difference between the jobholder parent’s student achievement and farmer parent’s student achievement.
•	There is significance difference between the jobholder parent’s student achievement and other-parent’s student achievement.
•	There is significance difference between the business man parent’s student achievement and farmer parent’s student achievement.
•	There is significance difference between the business man parent’s student achievement and business other-parent’s student achievement.
•	There is significance difference between the farmer parent’s student achievement and business other-parent’s student achievement.
Delimitation of the Study
Each study is not rigorous, perfect and free from limitation. All studies have some short of limitation and the other hand they can overcome the problems of every field. This study also had limitation which is pointed as below. Thus, this study had the following limitation:
•	This study was limited in Rautahat District.
•	This study was limited to grade eight students.
•	The data was taken from public school.
•	Achievement score of the student data was taken from selected sample schools.
•	Questionnaire were the tools of data collection.
Description of Variables
	In this study the main variables were considered as: profession of parents like jobholder parents, businessman parents, farmer parents, other parents, achievement score of the student. Also, the questionnaire was included; the separate study room for student, share study room with sibling, time provided by parents, extra tuition facilities, parents motivation, parents discussion with teacher and student involvement in work to support their parent as well as learning environments at home.
Definition of Related Terms 
Profession: A paid occupation, especially one that involves prolonged training and a form a qualification.
Public School: The school that supported by the Government of Nepal
Achievement: Achievement in the study which is defined in term of the score obtained by the students on achievement test prepared by the sample school administration. 
Job Holder: The person who works under government or privet sector.
Businessman: Self-employed person who works on investing his own expenses.
Other Parents: All profession except jobholder, business and farming.
Farmer: A person who owns or manages farm or whose main source of income depends on farming.
Separate Room: A single room provided for student by parents at home. 
Time Provided by Parents: The time given by the parents to guide their children at home.
Tuition Facilities: The extra classes provide by parents to their children at home certain place.
Chapter-II
Review of Related Literatures
The review of related literature is an important and essential for guideline of research. It helps the researcher to know carried out in the area of his/her research proposal. The main contribution can make and receive some idea for developing a research design. The related materials provide the researcher meaning full and researchable materials is helpful to the researcher from the phase of problem consideration up to a making conclusion. Literature review is a scholarly paper, which includes the current knowledge including substantives findings, as well as theoretical and report new or original experiment work. Most often associated with academic journal and are not to be confused with book review that may also appear in the same publication. Literature reviews are basic research in nearly every field. This chapter attempt to review the research studies and literature in the domain of mathematics achievement with special reference.
Empirical Review
An empirical review in research methodology is when the researcher reviews the information and theories currently available concerning the topic and the historical background of the topic. The point is to do is, to demonstrate through understanding of the field in which she/he is conducting research and to show that the problem being studied has not to be done before or has not been done before in the way proposed by the researcher.
Akujieze (2003), asserted that occupational status measures social position by describing job characteristics, decision making ability and psychological demand on the job. Parents occupations determine the type of education child receive from his/her parents. Fajuyitan (1998) reported that the educational the occupational type of parent tends to exert a considerable influence on their children’s education or academic performance in school. Ononuga (2005) stated the kind of occupation a parent engages-in would determine his income as well as his social status.
Panta (2006) did research study on the topic “Parental Occupation and Their Children’s Achievement in Mathematics: A Study of Kathmandu district,” with the aim to show the difference of student’s achievement of mathematics according to their parent’s occupation. For this, two privet school were selected. The students of class eight were taken for study. The study was based on descriptive as well as quantitative research design for which the researcher used post-test only equivalent research design. The total number of students were divided into four groups according to their parent’s occupation with the help of the records provided by the school administration and the teachers. From the total students, 15 students in each group were selected by using proportionate stratified random sampling. The achievement score of student were analyzed by ANOVA and t-test in four different occupational group. The result showed the achievement score of the students differed according to their parent’s occupation.
Dekar Y. (2016), studied on “The influence of parents’ education background on the academic achievement of the government of the high school student in Thimphu” with objective to examine the influence and impact of parent’s educational level on students’ academic achievement at secondary level of education. A quantitative research method was employed for this study with class twelve students of government high-school in Thimphu being randomly selected. The study attempted to survey both the students and their parents by distributing two set of questionnaires. The rationale behind this was to triangulate the data in order to provide more insight on this topic and ensure validity while complementing similar data. In the pursuit of the finding the correlation between educational qualification of the parents and children’s success, the researcher found out vividly that former variable is not the only determinant for the latter. After analysis of the research finds moderate positively relationship between parents’ education level and academic achievements of students  
Regmi (2004) did research study on the topic, “Achievement in mathematics of Gurung and Kumal students at primary level”. The study was intended to provide the information to teachers and parents about the mathematical achievement level of Gurung and Kumal students and helped to create the appropriate environment of the school as well as home. The main objective of the study was to find out the difference in mathematics achievement of Gurung and Kumal students. The assumption of the study was that there was no significant difference between mathematics achievement of Gurung and Kumal students. The researcher analyzed the collected data by calculating the mean and standard deviation of the scores of the sample students. The t-test with two tailed tests were used to test the research hypothesis at 0.05 level of significance incidence level (i.e.at 95%) confidence level.
Neupane (2009), conducted a study on the topic ‘Effect of parental cooperation on mathematics achievement of primary” which was focus on to find the parental cooperation on primary level taking the sample of 100 student and their parents from five school of Tanahunh district. A multi-stage stratified random sampling producers was followed in selection. Student data were collected by mathematics achievement test questionnaire and parents’ interview. The collected data were analyzed by beta coefficient, coefficient of correlation and multiple correlation. In the conclusion of research, he found that parent’s involvement in home activities with these children is more beneficial to the children. 
K.O. Muraina, Kassim Ajayi (2011) Academic Leadership: The Online Journal on the topic “Parents Education, Occupation and Real Mother’s Age as Predictors of Students’ Achievement in mathematics in Some Selected Secondary Schools” in Ogun State, Nigeria. When the predictor variables; age of mother at birth of the child, parents’ education and occupation are taken together, they effectively predicted the academic achievement of students in mathematics and the variable, parents’ education was the most potent predictor of students’ achievement in mathematics while parents’ occupation, and age of mother at birth of the child in a decreasing order of magnitude, made significant contributions to the prediction of students’ academic achievement in Mathematics.
Family background was also related to students whose parents were university educated performed about two-thirds of proficiency level higher than those whose parents had no more than high school education, however, there is an important nuance to add to this finding. Students whose parents worked in an occupation that required advanced mathematics skills in fact performed almost one proficiency level higher than students where parents had similar education level and income but whose occupation did not require advanced mathematics.
Conceptual Framework
	A conceptual framework is used in the research to outline course of action or to present a preferred approach to an idea. It explains the part of the research. The conceptual framework offers many benefits to research. For instance, it assists the researcher in identifying and constructing his/her word view on the phenomenon to be investigation. I asked with the class teacher of mathematics, head teacher and some experience teacher according to categorize group of profession that how the parent’s profession influence in student learning. They all were shared their experience and in common, they all were agreed in some point which I have mentioned in figure (i). This figure displays how the parents and student connects each other in learning mathematics. The parent’s involvement is considering in terms of different aspect as below:

Parent’s Profession

Parent’s Involvement

Guidance
Progress analysis
Home environment
Help on homework
Reward and punishment
Monitoring and supervision 
Inspiration and motivation

Jobholder
Businessman
Farmer
Other-Parents

Non

Student’s Mathematics Achievement 

The above figure displays the conceptual framework between the parent’s profession and involvement parents determine the mathematics achievement. The parent’s profession was categorized into jobholder parents, businessman parents, farmer parents and other-parents. Whereas involvement was considered in term of guidance, progress analyzing, home environment, help on homework, reward and punishment, monitoring and supervision, inspiration and motivation. The figure conceptual shows how the parents with their involvement has influence on student’s mathematics learning. 
Literature review provide the foundation of knowledge on topic. It also identifies the areas of prior scholarship to prevent duplication and give credit to other researchers as well as it also identifies inconstancies gaps in research, conflicts in previous studies, open questions left from other research.

Chapter-III
Methods and Procedures
Methodology is the scientific approach, which deals with the systematic procedures of collection data and use of appropriate research method. It presents the logistics of the study. It describes the design of the plan and the procedure of the study, which are able to be carried out to achieve the objective of the study. Research methodology is the process of arriving at the solution of the problem through planed and systematic dealing with the collection, analysis and interpretation of facts and figure. Research is a systematic method of finding right solution for the problem whereas research methodology refers to the various sequential steps adopted by researcher in studying a problem with certain objective view. In this chapter, the topic: Design of study, population of the study, sample of the study, tools, questionnaire, reliability and validity of the tool, data collection procedures and data analysis procedure has discussed and presented in detail.
Design of the Study
	Research design is the way and path of research that guides the researcher to reach the goal of the research. The research design of the study was survey type. In the study, parent’s profession has classified into four group and they are jobholder, businessman, farmer and non-parents. The plan of the study was involved the uses of achievement score, research question, interview to collect the in order to test the objective in the study. The achievement in mathematics of the students has compared with the relation to profession of their parent’s which has been shown in chapter analysis and interpretation.

Population of the Study
A population is a group of individuals who has the same characteristic. A research population is also known as a well define collection of individuals or objects that have similar characteristics. However, due to the large sizes of population, researcher cannot often test every individual in the population because of time-consuming and too expensive for the study. This is why I had used sampling techniques. 
The population of the study was consisted the student who was studying in basic education level of grade VIII of public schools in Rautahat district in academic year 2076. Due to time and cost limit it was also essential to select this study area.
Sample of the Study
	 To select the data, I had used random sampling method. I had selected eight public school in Rautahat district by sampling method. And then, I had categorized the student into four group according to family profession as jobholder whose parents had job, businessman whose parents were doing business, farmer whose income was depend on farming and other-parents whose parents didn’t belong to jobholder parent or businessman parents or farmer parents. Student was selected on the basis of their parent’s profession for purpose of the study with the help of sampling method. From those all school twenty students from each profession group was selected with help of student and teacher. I had selected total eighty students altogether. All the school which was visited by me is listed in appendix-A
Tools for Data Collection
	In order to find out the objective of the study, it is necessary to use tools and instrument. Research tool is also defined as anything that becomes a mean of collection information for the study. Every study needs tools to collect the data. For this study, I have used the achievement score of students and questionnaire for student and parents as the main tools for data collection.
 	Achievement score: Achievement  scores are often used in an educational system to determine the level of instruction for which a student is prepared. High achievement scores usually indicate a mastery of grade-level material, and the readiness for advanced instruction. Low achievement scores can indicate the need for remediation or repeating a course grade. To determine, is there any difference in student in mathematics learning by their parent’s profession? For this purpose, I collected the achievement score of students from the school record of class eight which was taken by school administration. Then with the helped of class teacher and student we classified all student into different profession of student’s parent background (See appendix-B and appendix-C).
Questionnaires: A questionnaire is a research instrument consisting of a series of questions (or other types of prompts) for the purpose of gathering information from respondents. Usually, a questionnaire consists of a number of questions that the respondent has to answer in a set format. A distinction is made between open-ended and closed-ended questions. An open-ended question asks the respondent to formulate his own answer, whereas a closed-ended question has the respondent pick an answer from a given number of options. The response options for a closed-ended question should be exhaustive and mutually exclusive (Wikipedia). It was used to collect the involvement of parents on certain fact or factor under the research. Fifteen question were asked with student related to home environment. Ten question were asked with student that how their parent’s profession impact in their learning as well as ten question were asked with parents that their how family influence in student. Question was based on how the parental involvement determine the better mathematics learning.
Reliability and Validity of Tool
Reliability is the degree of consistency of a measure, a test will be reliable when it gives the same repeated result under the same condition. Reliability means that scores from an instrument are stable and consistent. Score should be nearly the same when researchers administer the instrument multiple times at different times. Also, score need to be consistent. When an individual answers certain question one way, the individual should consistently closely related question in the same way. For this purpose, I obtained the student achievement score from school, that test was taken by school administration based on district level examination rule and regulation. Student achievement scores was checked and compared from school record before analysis. It indicates that the mathematics achievement test was highly reliable. Validity of an assessment is the degree to which it means it measures what it is supposed to measure. Validity is also dependent on the measurement measuring what it was design to measure and not something else instead. The content of the questionnaires was established and tested with the help of teacher, expert, and supervisor.
Data Collection Procedure
	I had visited eight the sample school and constructed questionnaires for the data collection with help of class teacher. I met the school administrator and explain about the purpose of my visit. The selected sample students were divided in four equal groups. There were total eighty sampled students appeared in questionnaire. The total sampled student was divided in four groups according to their parent’s profession. The questionnaire set for parents was send through the related students and that form was collected by time frame as well as student were answered question in front of me and student class teacher. Also, student achievement score was obtained from school record for analyze the achievement of student for different profession of student’s parents. Selected sample school and questionnaires is in Appendix-A, Appendix-B and Appendix-C respectively.
Data Analysis Procedure  
	Data analysis procedures was based upon the collected data and techniques. For comparing the different parent’s student achievement, I have used the mean, one-way ANOVA test at the level of significance 0.05 and t-test in two tail at the level of significance 0.05 statistical data analysis method. Also, to explore the influence of parent’s profession in student learning from questionnaire, I have used thematic way of data analysis and interpretation and finally data was analyzed and interpreted.

Chapter-IV
Analysis and Interpretation
This chapter deals with the statistical analysis and interpretation of the impact of parent’s profession in learning mathematics. As already discussed, and defined about the parent’s profession category, jobholder profession means those parents who were working in private or government section on monthly basis was categorized as jobholder profession group. Businessman profession means those students whose parents were working in an institution investing his own expense was categorized as businessman profession group. Farmer profession means those parents who follow the profession of farming only or whose parents manage any kind farming was categorize as farmer profession group. Other profession means those students whose parents doesn’t belongs to all those professions was categorized as other-parent’s profession group. Also, the jobholder parent’s student is denoted as JPS, businessman parent’s student is denoted as BPS, farmer parent’s student is denoted as FPS and Other-Parent’s Student is denoted as OPS.
The data collected from different school was analyzed and interpreted to the parent’s involvement and their impact on mathematics learning. To analyze the student achievement score which was obtained from selected sample student I have used the mean ANOVA and t-test statistical data analysis method with two tail tests at the level of significance 0.05. Also, questionnaires data has analyzed in thematic way of interpretation. The collected data analyzed under the following headlines, which correspond to the objective of the study: -
•	To compare the mathematics achievement of students based on parent’s profession.
•	To identify how the different profession of parent’s influence in their student in mathematics learning.
Analysis of student’s achievement by different parent’s profession: -
To analyze the achievement of different profession background student, i collected the achievement score of students from school record. Researcher categorized all that score into four profession group according to the parents of student which was jobholder, businessman, farmer and other-parents with the help of student and teacher. Then researcher mixed all student score together according to student parents’ profession. Which is below as well as in appendix-B and appendix-C. Then, researcher used the t-test analysis method to calculate the result.
Achievement score of students (table 1)
Achievement Score (JPS)(X1)	Achievement Score (BPS) (X2)	Achievement Score (FPS) (X3)	Achievement Score (OPS) (X4)	
60	46	55	42	
52	48	45	59	
75	50	65	43	
60	47	50	41	
85	48	65	46	
85	85	84	42	
60	70	49	44	
47	48	65	39	
90	70	42	45	
65	45	40	35	
67	60	55	48	
52	45	46	57	
69	64	48	33	
70	80	47	72	
49	49	48	45	
80	57	35	49	
46	55	45	55	
55	46	46	34	
50	43	50	37	
65	47	80	49	

Achievement analysis of all four group of parent’s students by using ANOVA
	Analysis of variance (ANOVA) is a statistical technique that is used to check if the means of two or more groups are significantly different from each other. ANOVA checks the impact of one or more factors by comparing the means of different samples. ANOVA provides a statistical test of whether two or more population means are equal, and therefore generalizes the t-test beyond two means. The F-test is used for comparing the factors of the total deviation. The following table present sum of square between the groups, sum of square within the group, degree of freedom, mean square of between the group, mean square of within the group, calculated F-value and tabulated F-value with the help of Microsoft excel.
Table 2
Source of Variation	Sum of Square	df	Mean Square	F-value (Calculated)	F-value
(Tabulated)	
Between Groups	3427.9	3	1142.63	7.7687	2.72	
Within Groups	11178.1	76	147.08			

	The result of the table shows that the calculated value of F (7.7687) is higher than tabulated value of F (2.72). So, the research hypothesis is rejected at 0.05 the level of significance. So, it can be concluded that there is significant difference in mathematics achievement among all four-professional group of the student. It indicates that the student’s achievement is influence by their parent’s profession. Since, ANOVA test is rejected so I use t-test to test whether there is difference in student’s achievement between different parent’s profession.   
Achievement analysis between job holder parent’s and business man parent’s student
	The following table presents the average score of job holder parent’s students and business man parent’s student with sample size, mean, degree of freedom, tabulated t-value in
two-tail test and calculated t-value to test whether the hypothesis is accepted or rejected.
Table 3
Parent’s group	Sample size
(N)	Mean	df	Tabulated t-value 
in two-tail	Calculated t-value	
JPS(X1)	20	64.1	19	2.0930	3.2063	
BPS(X2)	20	55.15				

	Above table show that the mean score of jobholder parent’s student is 64.1 and businessman parent’s student is 55.15 which indicate that the mean achievement of the jobholder parent’s student has higher than business man parent’s student. Also, it shows that calculated t- value (3.206) is higher than tabulated t-value (2.0930) in two-tail test at 0.05 level of significance. So, the research hypothesis is rejected. Which indicate that there is significant difference in student achievement between jobholder parent’s student and businessman parent’s student. Hence the achievement of jobholder parent’s student is higher than business man parent’s student. It shows that parents’ engagement in home improves student achievement, reduces absenteeism, and restores parents' confidence in their children's education.
Achievement analysis between job holder parent’s and farmer parent’s student
	The following table presents the average score of job holder parent’s students and farmer parent’s student with sample size, mean, degree of freedom, tabulated t-value in two-tail test and calculated t-value to test whether the hypothesis is accepted or rejected.
Table 4
Parent’s group	Sample size	Mean	df	Tabulated t-value
 in two-tail	Calculated t-value	
JPS(X1)	20	64.1	19	2.0930	3.0395	
FPS(X3)	20	53				

Above table show that the mean score of jobholder parent’s student is 64.1 and farmer parent’s student is 53 which indicate that the mean achievement of the jobholder parent’s student has higher than farmer parent’s student. Also, it shows that the calculated t- value (3.0395) is higher than tabulated t-value (2.0930) in two tail-test at 0.05 level of significance. So, the research hypothesis is rejected. It also shows that jobholder parent’s student is higher than farmer parent’s student by 11.10, which indicate that there is significant difference in student achievement between jobholder parent’s student and farmer parent’s student. Hence the achievement of jobholder parent’s student is higher than farmer parent’s student. Students with involved parents or other caregivers earn higher grades and test scores, have better social skills, and show improved behavior.

Achievement analysis between job holder parent’s and other-parent’s student
	The following table presents the average score of job holder parent’s students and other-parent’s student with sample size, mean, degree of freedom, tabulated t-value in two-tail test and calculated t-value to test whether the hypothesis is accepted or rejected.
Table 5
Parent’s group	Sample size	Mean	df	Tabulated t-value in two-tail	Calculated t-value	
JPS(X1)	20	64.1	19	2.0930	4.9375	
OPS(X4)	20	45.75				

Above table show that the mean score of jobholder parent’s student is 64.1 and other-parent’s student is 45.75 which indicate that the mean achievement of the jobholder parent’s student has higher than other-parent’s student. Also, it shows that calculated t- value (4.9375) is higher than tabulated t-value (2.0930) in two tail-test at 0.05 level of significance. So, the research hypothesis is rejected. Which indicate that there is significant difference in student achievement between jobholder parent’s student and other-parent’s student. Hence the achievement of jobholder parent’s student is higher than other-parent’s student. When a child needs help on homework or other special projects, it is their parents that they turn to. Parents need to offer support and help their children. The parent needs to be a positive role model for the child in helping to shape the child's opinions and attitudes about learning.    

Achievement analysis between business man parent’s and farmer parent’s student
	The following table presents the average score of business man parent’s students and farmer parent’s student with sample size, mean, degree of freedom, tabulated t-value in two-tail test and calculated t-value to test whether the hypothesis is accepted or rejected.
Table 6
Parent’s group	Sample size	Mean	df	Tabulated t-value 
in two-tail	Calculated t-value	
BPS(X2)	20	55.15	19	2.0930	0.5838	
FPS(X3)	20	53				

Above table show that the mean score of business man parent’s student is 55.15 and farmer parent’s student is 53 which indicate that the mean achievement of the farmer parent’s student has higher than farmer parent’s student. Also, it shows that calculated t- value (0.5838) is lower than tabulated t-value (2,0930) in two-tail test at 0.05 level of significance. So, the research hypothesis is accepted. Which indicate that there is no significant difference in student achievement between business man parent’s student and farmer parent’s student. But the mean score of jobholder parent’s student is higher than business man parent’s student. 
It shows that there is very close relation between business man parent’s student and farmer parent’s student in mathematics achievement. Parents could invite their neighbor to share hopes and knowledge for student and concerns about children and then work together to set student goals.
Achievement analysis between business man parent’s and other-parent’s student
	The following table presents the average score of business man parent’s students and other-parent’s student with sample size, mean, degree of freedom, tabulated t-value in two-tail test and calculated t-value to test whether the hypothesis is accepted or rejected.
Table 7
Parent’s group	Sample size	Mean	df	Tabulated t-value in two-tail	Calculated
t-value	
BPS(X2)	20	55.15	19	2.0930	3.1578	
OPS(X4)	20	45.75				

Above table show that the mean score of business man parent’s student is 55.15 and other-parent’s student is 45.75 which indicate that the mean achievement of the business man parent’s student has higher than other-parent’s student. Also, it shows that calculated t- value (3.1578) is higher than tabulated t-value (2.0930) in two tail-test at 0.05 level of significance. so, the research hypothesis is rejected. Which indicate that there is significant difference in student achievement between business man parent’s student and other-parent’s student. Also, the mean score of business man parent’s student is higher than other-parent’s student. Parents are their first teachers and they have a key role in shaping up their character. 
A balance of education at home and school decide a student's actual learning. Their role is not limited to home but involvement in school activities too. A child's learning scale is highly related to how they are treated at home.
Achievement analysis between farmer parent’s and other-parent’s student
	The following table presents the average score of farmer parent’s students and other-parent’s student with sample size, mean, degree of freedom, tabulated t-value in two-tail test and calculated t-value to test whether the hypothesis is accepted or rejected.
Table 8
Parent’s group	Sample size	Mean	df	Tabulated t-value in two-tail	Calculated
t-value	
FPS(X3)	20	53	19	2.0930	1.9344	
OPS(X4)	20	45.75				

Above table show that the mean score of farmer parent’s student is 53 and other-parent’s student is 45.75which indicate that the mean achievement of the jobholder parent’s student has higher than farmer parent’s student. Also, it shows that calculated t-value (1.9344) is higher than tabulated t-value (2.0930) in lower in two tail-test at 0.05 level of significance. So, the research hypothesis is accepted. It means there is no significance difference between farmer parent’s student and other-parent’s student. But the average score of farmer parent’s student is higher. Hence the achievement score of farmer parent’s student is higher than other-parent’s student. 
So, we can conclude that the student achievement is different according to their parent’s profession. Where jobholder parent’s student has better achievement than other. Similarly, farmer parent’s student and businessman parent’s student has better than non-parent’s student. Other-parent’s student has lower achievement in learning mathematics. 
Analysis of parent profession’s influence in their students
	To identify how the different profession of parent’s influence in their student in mathematics learning. I had developed questionnaire related to student home environment as well as student interest in learning mathematics. Also, I had developed questionnaire for parents that how the parents handle their student at home as well as how their parents support in mathematics learning. The questionnaire for parents was send through the related sample students and that form was collected by time frame as well as student were answered the question in class in front of me and class-teacher. In addition to get information through questionnaire, I asked some question from parents according to their parents’ profession. (Questionnaire has listed in appendix-D, appendix-E and appendix-F respectively)  
Home related Factor
	Basically, we understand that the home is the first school for a child where he or she is taught the basics norms and values by the parents before the child leaves for the formal education. Contrary to popular opinion. Learning and reading begins in school but the first foundation of the child begins in school but the first foundation of the child begins at home. Home is considered as foundation of learning. The question was asked about how the home environment impact in student learning. Theoretically, it was assumed that the participation of parents is highly influenced by the home environment. Parents profession, education, socio-economic conditions of family, study hour at home, practice in mathematics learning, parents supports are generally considered as home environment. The participation of student in mathematics also depend on parent’s awareness, interest and knowledge about handling and guiding their children at home (Dibyajyoti Mahanta (2014). The questions were asked to find out the how the parents profession influence in mathematics at home. Twenty students were involved for answer the research question from each group of parent’s professions. 
	It concluded that student bedroom may be the best place to study, or it may not be. Some students associate their bedrooms with rest and simply can't concentrate there. A bedroom can also be problematic if student share a room with a sibling. If student need a quiet place without distraction, it might be better for parents to set up a place in the attic, basement, or garage, completely away from others. In appendix-H the result show that 12 out of 20 (60%) jobholder parents responded had managed better facilities for student at home than other profession parents. Businessman parents 5 (25%) and farmer parents 4 (20%) had little managed separated room for student where other-parents 2 (10%) had fewer to manage separated room for their students.
In appendix-H, the result show most of other-parent’s student 18 out of 20 (90%) share their study room with their sibling as well as business man parent’s student 15 (75%) and farmer parent’s student 16 (80%) also highly share their room with their sibling. Jobholder parent’s student 8 (40%) had shared study room less than another professional group of students.
In appendix-H, the result show that most of the jobholder parents’ student 16 (80%) believed their home environment is good enough at home where businessman parents’ student 8(40%) and farmer parents’ student 8(40%) had same view that they had average environment at home for study. Other-parent’s student 4 (20%) believes their home was good enough environment at home.
The school cannot single handedly provide the continuation of home environment, but they can play estimate role in laying foundation of the student in learning how to read and write however, the influence is characterized by various factor as the parent’s educational attainment and culture issue at home. Parents from good learned environment can always have good attitude towards education any provide learning material and that makes better achievement in student. Educated parents can always express the belief that it is important to help a child with his or her homework and to review the school work that the child had done but a child from a poor home environment to a large extent is deprived of such opportunities and thus, he or she struggles to service he teaching and learning process. A student in this category is therefore not confident and consisted. Hence, he or she experiences how academic performance hence, the motivation of any intelligent child towards learning is being accelerated by the positive influence of his or her environment, while others are negatively affected in terms of their poor home environment.
Parents related Factor 
The question was asked how the parents influence in student at home and it concluded that parents are the child’s first role model. Children behave, react and imitate same as their parents does. Parents play important role in encouraging and motivating their kids to learn. Good parental support helps child to be positive, healthy and good life long learner. Children acquire skills at the very early stage of their life if the parents are responsive and understanding. mathematics at home. Twenty students were involved for answer the research question from each group of parent’s professions.
	In appendix-I, the result show jobholder parents give times with their student but businessman parents and farmer parents just tell their student to do study by their self. Other-parent’s student getting absence of their parents which might be a reason of getting low achievement in mathematics learning. 
The question was asked about extra tuition class for student and it concluded that tuition classes came about to support and nurture students who were weak in certain subjects. Over the years though, tuition classes became a standard for all students. Even students who do not have any problems in any of the subjects in school do take up extra tuition classes. The students who are sent to tuition classes by their parents in the hope that they would gain an advantage by the time they are in school. In appendix-I, the result shows all group of parents were active to give extra class for student. Still looks, jobholder parents were ahead of other three group of parents and other-parents’ student were still behind of all other group of students. In over all, parents were responsible to help student in this certain point.
A student's learning success is enhanced when both parents and teachers clearly state their goals for student performance. Parents' positive aspirations for their children, especially teens, has a strong relationship with academic achievement. Motivation involves the student's own beliefs about his skill level and what the results will be if he tries a new task. Parental expectations and communication about the value of learning and the child's skills have a powerful effect on the child's motivation to learn. In appendix-I, the table shows that 14 (70%) jobholder parents’ student gets more motivation from their parents as well as 8 (40%) farmer parents also encourage their student as they can. Business man parents were behind of farmer parents for encouraging their student by 5(25%) where only 2 (10%) other-parents student got motivated by their parents and still looks didn’t get enough support in this point.
The parent–teacher relationship is also implicated in children’s early school adjustment. Generally, when parents participate in their children’s education, both at home and at school, and experience relationships with teachers characterized by mutuality, warmth, and respect, students achieve more, demonstrate increased achievement motivation, and exhibit higher levels of emotional, social, and behavioral adjustment. Parent–teacher relationship quality refers to the affective quality of the home–school connection, as indexed by trust, mutuality, affiliation, support, shared values, and shared expectations and beliefs about each other and the child. In appendix-J, the table show that other-parents were not involved in discussion with teacher on their student achievement but other three group of parents were concentrated on their student for getting better achievement where jobholder parents 12 (60%) were ahead with farmer 7(35%) and businessman 6 (30%) parents. It also indicated that farmer parents were more concentrated than businessman parents.
If households are risk-averse, poor parents want to receive a high marginal benefit from child support and they would be more likely than risk for learning. The use of child support is a way of getting better achievement in learning. Businessman, farmers parent’s student and non-parent’s students were a way of reducing the potential impact on learning. In appendix-I, the table show 12 (60%) other-parents highly expect from their children to support in their work while 10 (50%) farmer parents and 9 (45%) businessman parents also expect from student to support them but only 2 (10%) jobholder parent were fewer to take support from their student in work as much as other three group of profession.
	Most of the jobholder parents knew about their student that how their children were doing in mathematics. Jobholder parents were active to arrange the students’ needs like teaching materials, extra class. Jobholder parents also had familiar relation with their student and that was a major thing to express student about their needs and problem related to mathematics with their parents. Also, jobholder parents believed that they were doing best for their children because they don’t have worried about maintain the student needs because of their profession.
In the same way, businessman parents and farmer parents had very similar situation about their feeling on their children learning mathematics. Both professions did not have the fix time to work, so there were not well known about their children that how their children were doing in mathematics but they were capable to provided money to the student. Both type of parents was agreed with that they told their student “do whatever you want, but do better in mathematics learning as well as whole study.”  Both parents tell student to study at home but they didn’t know how. Some business and farmer were trying to encourage their student by not involving their student in work and let them free to study as well as they provided enough environment at home even some farmer parents had home teacher. Both parents believe they could do better for their children if they had time or had better fix time profession.
	There was big problem for other-parents’ student. Most of the other-parent’s student were living without their father. Their father was in aboard for making money to survive their family. They were living with their mother as parent and most of them illiterate. there was the worse situation in this group of students. Their mother was tried do their best. Parents had provided extra tuition class which was available near to their home. Their mother was trying to manage their student needs. This group of students were tried to solve their problem in off time in school. The school teacher and school management were managed extra class in mathematics to fulfill the gap and trying to do best in learning mathematics for these students. 
Even parents themselves benefit when they are involved in their children’s education. The parents whose student’s had better achievement, they agreed that by involving themselves at the home, parents could:
•	Interact with their children more and more sensitive to their emotional and intellectual needs,
•	Have more confidence in their parenting abilities,
•	Have a better understanding of the teacher’s role,
•	Use more positive reinforcement the more they know about developmental stages,
•	Respond to teachers’ requests for help at home when they stay apprised of what their children are learning.
Student related
The question was asked with the student about their interest in mathematics and their parent’s encouragement in learning mathematics. Most of the student liked to study mathematics from each group but they were not sure about their future in mathematics. Some of the student did not like mathematics because they believed, it was hard to understand. All the different group of students were agreed with that their parents helped them to take extra class as well as they provided necessary materials for better learning in mathematics.
Jobholder parent’s student believed that parents profession has impact in their achievement. Their parents had time to discuss about their progress and they did well in mathematics but in some businessman parents student believed their parents almost never discussed about their study so it was not important and still I am doing the best in mathematics but some business man student were believed their parent involvement could do better in mathematics. Farmer parent’s student stated that their parents ask about their achievement and encouraged to do better. Some other-parents’ students believe they were getting good environment but there was no one available to solve mathematical problem to handle it in time. Some other-parent’s student used to take help form neighbor classmate.  They also believed it could be better achievement in mathematics if facilities were available at time.
All the different group of students were encouraged by their family member. Jobholder parents were managed better than other three categories of parents. Businessman parents and farmer were encouraged their student by helping them by taking extra class. They support their student by paying different type of payment which were related to study. Other-parents’ student was getting encouraged by their mother. Which was the big factor for those students to do better in mathematics learning.
All group of students were active to ask to solve their problem in school with their teacher. But jobholder parent’s student was ahead comparative to another student. Businessman and farmer student used to take help from their classmate as well as other-parents used to take help from their classmate. While teacher was not available, jobholder student used to take help YouTube as references. Jobholder parent’s student were active to take help online references as well as internet. Jobholder parents had managed internet facilities for their children and that was good think to develop in student of mathematical concept. Businessman parent’s student and farmer parent’s student were used to get help from their school and classmate as well as other- parents’ student were also taking help from teacher and classmate. Teacher were active to help their children even off time in school. Teacher knew student comes from different family background so they need to help according to student needs. Some school had managed to give extra mathematics class for those students who were week in mathematics. 
Based on the analysis, the student whose parents have better profession had better achievement than those students whose parents had list profession. It is revealed that parents from jobholder profession had better position and assurance of helping students at home than those from other three profession. Parents with jobholder profession had monthly salaries that are used to buy books and stationery for their children. They had stable and constant income that enable them to spend much on their children education. But, on the other hand, parents with the businessman, farmer and other-parents’ profession who were mainly self-employed people, with a profession that has no guarantee of turnover cannot afford to spend much on their children. Therefore, businessman parents, farmer parents and other-parents mostly had difficult to provide enough for the education of their children. But parents with jobholder parents had sufficient provision for the mathematics learning for their children. 
As children grow, they need role models within their immediate environment which should be provided by the parents. When parents fail to meet this demand, children are disadvantaged. They therefore tend to copy others. In the process, they acquire bad behaviors. It can be concluded from these findings that most parents attend meeting at schools but they only put a little effort to discipline their children. Only a few parents discourage absenteeism. Most parents are neither role model to their children nor cultivate respect for teachers among their children. Parents do not play their roles in education as expected to promote education of their children.

Chapter-V
Summary, Findings, Conclusion and Recommendations
Summary
	This research study was undertaken to find out the impact of parent’s profession in mathematics learning of basic education level in Rautahat district. This study was based on survey type research. The population of study consists of all the student from grade eight. I had selected the student by using randomization of sampling method according to their parent’s profession. Parents profession were classified into four categories. They were jobholder, businessman, farmer and other-parents. Twenty student and Twenty parents were selected from each different profession group. An achievement score was taken from school record to compare the parent’s profession impact in their student mathematics achievement. Student and parents were selected for questionnaire as well as.
Questionnaire form was used to get the additional information of their parents and was sent through selected sample student. Mainly achievement score and questionnaire were used to analyze and interpret the data. Parents management for separate room for their student, management of extra class for student, student’s study time given to home, guidance of parents, parents interest in their children’s in mathematics learning, parents motivation for student, parents income, parents involvement, parents force in working, student parent’s professions influence in mathematics learning were the main things to figure out. The t-test statistical data analysis method with one-tail as well as two-tail tests at the level of significance 0.05 and thematic way of data analysis method were used to analyze and interpret the collected data.
The parental involvement in the education of children have been emphasized by this study, the results confirmed that the most accurate predictor of student achievement is the extent to which the family is involved in the child’s education, therefore on their part, parents should try to encourage, motivate and sustain positive impact towards mathematics learning in their children. Parents should give enough attention to their children learning and effective performance in mathematics. There is also the need on the part of the school to set up ‘mathematics practice’ in every basic schools whose will be: - to develop the interest for mathematics - to help students develop positive impact towards mathematics and to stress the importance of mathematics to the students. The result of this study indicated that students coming from different homes have different performance in mathematics. It is therefore inferred that the school of such students should give due considerations this difference. 
The schools could communicate with families about school programs and students’ progress and needs. That is both the home and the school need to cooperate in making the learners to be well adjusted academically. Parents could have to note that their interpersonal relationships and direct interest in the academics of their children could bring a better academic performance. The need to empower people economically through an open economic policy that will guarantee peoples participation in the on-going educational reforms programmed which will in turn lead to the development of the nation’s economy. Profession decide income, but it is not only having devastative effects on children education, but it is having a terrible effect at the home.

Major findings
	After collecting the necessary data, the analysis and interpretation were done by using statistical procedures. From analysis and interpretation of data, the researcher was found that there was significance difference in mathematics learning of student according to the parent’s profession. It also found that jobholder parents had managed better facilities for student at home than other profession parents. The finding shows jobholder profession parent’s student had good enough environment at home where other three group of students didn’t believe they had good enough environment at home. 
It also found that that there was no significance difference between business man parents’ student and farmer parent’s student. It indicated that the businessman parent’s students and farmer parent’s students had very close achievement in mathematics learning. Other-parents’ students had low achievement in mathematics learning. Other-parent’s student highly shares their study room with their sibling as well as business man parent’s student and farmer parent’s student also share their study room with their sibling. Time provided by parent for student was difference by profession. All group of parents were concentrated to give extra tuition class for student. There was difference among all parent to give suggestion, motivation a reward by their parent’s profession. Parents discussion with teacher about achievement of student was different by their profession. Other-parents highly expect from their children to support in their work while farmer parents and businessman parents also expect from student support them on work. Other-parents’ students were struggling to find resources for mathematics learning.
Student were active to discuss their mathematical problem with their classmate. Some jobholder parent’s student was able to use online tools for as learning materials. Teacher and school were aware from the diversity of the student to provide necessary facility in school. Almost all the parents agreed that parent’s profession is one of the important factor of students’ learning process at home. It found that whose parents have better profession can get better achievement than those whose parents have list profession. It revealed that parents who had fix time job can provide better position and assurance of helping students at home than those who didn’t have fix time profession. Jobholder parents were stable and constant income that enable them to spend much time on their children education. But, on the other hand, all parents who were mainly self-employed people, with a profession that has no guarantee of turnover cannot afford to spend much time on their children. Therefore, business man, farmer and other-parents mostly fail to provide enough attention for the education of their children. But jobholder parents can make sufficient provision for the education of their children.
Conclusion
The purpose of the study was to identify the impact of parent’s profession and their involvement in student mathematics learning. It can be determined from this study that parent’s profession and family income have a huge impact on student. Parents are responsible for the development of their children. Parent’s occupation and family income are the most important factors that affect the child development. Family income in children’s association has a significant effect on children performance. Family income is necessary for the better achievement of children performance throughout their life. Parents belong to high status can provide good facilities, while low income parents cannot provide such facilities to their children. If parents have less income, they work many hours to fulfill the requirements of their children and cannot pay attention in child development and have no awareness about children achievements. This study also exposes that parents who help children in studies has highly significant impact on children performance. Also, parents who appreciate their children have significant impact on children performance while family income has highly significant impact on student learning. This study shows that parent’s profession status plays an important role in child development. Parents with good profession status provide better facilities to their children, and gets better results in performance of mathematics learning.
Recommendations
•	A parent should support their children in the passing of their education by making necessary provisions needed to enhance learning. 
•	A parent should develop an attitude in order to have better and positive impact on their children.
•	Awareness program should be provided for parents to increase their involvement on student learning.
•	Other-parents’ student should have taken to priority.
•	Teachers should understand and appreciate the diverse domestic environment of their students. 
•	Future researchers should try to conduct more researchers on the factors affecting academic performance at other levels of education.

References
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Bharati, G. (2003). “Mathematics Achievement of Hindu and Muslim Student. Master’s thesis,” Department of Mathematics Education, T.U. Kirtipur.
Ciara Lane (2017). “Students’ images of mathematics: The role of parents’ occupation,” Retrieved from https://hal.archivesouvertes.fr/hal01935938/document?fbclid=IwAR0KlRParP9pItFEx5ZyBG9_4NZNpZF90dH0kWlp7nibt179zaeae0Z4Lvk
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Gyawali, A. (2006). “Mathematics Achievement of Grade Five Students from Yadav and Chamar Community in Rupandehi District,” Master’s thesis, Department of Mathematics Education, T.U. Kirtipur.
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Xingfeiyue liu (2018), “The Relationship Between Students’ Mathematics Performance and Social Influence: Parental Involvement, Teacher Support, and Peer Influence.” Retrieved from https://escholarship.org/dist/wJD5zTgC2vrImRR/dist/prd/content/qt5q1321p7/qt5q1321p7.pdf?t=peygaf&v=lg&fbclid=IwAR13PnOVWXlfd5M45xq4GeTaCYD1VG9FxRGW4GpZW1cOonVMw-_yieNZvwM

	

Appendix-A
The following sample school were visited by me for data collection.
•	Shree Mahendra secondary school, Raytol, Chandrapur-2.
•	Shree Basic School, Mothiyahi.
•	Shree Basic School, Uchidih.
•	Shree Secondary School, Pathara Bhudharam-1.
•	Shree Secondary School, Auraiya-1
•	Shree Kankali Secondary School, Jungalsaihiya-3.
•	Shree Basic School, Pokhariya, Tejapakad-4
•	Shree Basic School, Purenwa-7

Appendix-B
Achievement score of Jobholder and Businessman parents’ Student 
S.N.	
Name (JPS)	
Score	
Name (BPS)	
Score 	

1	
Satyendra Kumar Yadav	
60	
Jitendra Kumar thakur	
55	

2	
Alka Rani Pandit	
52	
Dipu Patel	
45	

3	
Arbind Kumar Singh	
75	
Awinash Kumar Singh	
65	

4	
Aanad thakur	
60	
Tribhuvan Singh	
50	

5	
Md Sarfudin Lahari	
85	
Jay Prakash Mahato	
65	

6	
Tuna Kumari Raut	
85	
Rupesh Kushwaha	
84	

7	
Nikesh Kumar Sah	
60	
Bidur Ram	
49	

8	
Rajan Sah	
47	
BikramKuswar	
65	

9	
Radheshyam Sah	
90	
Yanchu dolma Moktan	
42	

10	
Himansu Lal karn	
65	
Rakesh Shrestha	
40	

11	
Sima Kumari	
67	
Subhash Kumar Yadav	
55	

12	
Maheshwor Pandit	
52	
Ashok Sah Kanu	
46	

13	
Mushkan Adhikary	
69	
Mukesh Kumar Sah	
48	

14	
Ranjan Chaudhary	
70	
Raju Sah	
47	

15	
Sabin Kirati Rai	
49	
Ramesh Sah	
48	

16	
Suraj Budhathoki	
80	
Sonu Sah	
35	

17	
Dinkar Pandit	
46	
Shudha Gupta	
45	

18	
Nitesh Sah	
55	
Mithlesh Prasad	
46	

19	
Ranjita Kumari Pandit	
50	
Shekh Mustak	
50	

20	
Anisha Chaulagai	
65	
Rabi Ranjan Thakur	
80	

Appendix-C
Achievement score of Farmer and Non-Parents’ Student  
S.N.	
Name (FPS)	
Score	
Name (NPS)	
Score 	

1	
Ranjit Sah	
46	
Basanti Regmi	
42	

2	
Saroj Kumar Pandey	
48	
Biswajit Chaudhary	
59	

3	
Umesh Sah	
50	
Gauri Shankar Thakur	
43	

4	
Ranju Sah	
47	
Jay Prakash Sah	
41	

5	
Chandan Kumar Yadav	
48	
Shusmita Kumari Karki	
46	

6	
Rabindra Kumar Das	
85	
Nisha Kumari Yadav	
42	

7	
Muna Kumar Sah	
70	
Rani Kumari	
44	

8	
Chandu Sah	
48	
Sarmila Kumari	
39	

9	
Sunil Kumar Chaudhary	
70	
Hira Maya Bholan	
45	

10	
Sarita Ghising	
45	
Kashindra Prasad Yadav	
35	

11	
Qshi Akhtar Khan	
60	
Subodh Kumar Yadav	
48	

12	
Anisha Rai	
45	
Gautam Chaudhary	
57	

13	
Raju Ram	
64	
Dev Narayan Chaudhary	
33	

14	
Shree Ram Mahato	
80	
Rabindra Patel	
72	

15	
Minku Kumari	
49	
Chunchun Yadav	
45	

16	
Babita Kumari	
57	
Mishree Lal Yadav	
49	

17	
Manish Pandit	
55	
Surendra Das	
55	

18	
Nabin Khuwaha	
46	
Nasasrin Khatun	
34	

19	
Chanda Kumari Sah	
43	
Rajan Kumar Patel	
37	

20	
Phul Kumar Das	
47	
Niranjan Pasawan	
49	

Appendix-D
Questionnaire related for home environment
S.N.	
 Question 	
Yes	
No	
Explain if there is something else	

1	
My parents have separated a room for my study.	

	

2	
I share my study room with my sibling.	

	

3	
My learning environment is good enough at home.	

	

4	
My parent doesn’t give me time for me in the study.	

	

5	
My parents help me on homework.	

	

6	
My parents help to take extra class for mathematics class.	

	

7	
My parents have some skill in mathematics.	

	

8	
My parents treat me bad when I get low score in learning mathematics.	

	

9	
My Parents motivate me to do better in learning mathematics.	

	

10	
My parent’s is very busy in their profession/job that has influence in my learning mathematics.	

	

11	
My parents give me reward when I do better in learning mathematics.	

	

12	
My parent’s evolvement makes change in learning mathematics.	

	

13	
My parents tell me to work while I am studying. 	

	

14	
My parents discuss with my teacher about my progress in learning mathematics.	

	

15	
My teacher helps me better than other because I am not getting good environment at home.	

	

Appendix-E
Questionnaire for parents
1. What is your profession?  -tkfO{sf] k]zf s] xf] <_

2. What is your income status? (higher /medium/low) – -tkfO{sf] cfly{s cjZyf s:tf] 5 <_
3. Do you know how is your children in mathematics? s] tkfO{nfO{ yfxf 5, tkfO{sf] aRrf ul0ftdf s:tf] 5 <_
4. Why are your children level of mathematics learning is low? -tkfO{sf] aRrfsf] ul0ft l;sfOsf] :t/ lsg sd 5 <_
5. Why are your children level of mathematics learning is high? -tkfO{sf] aRrfsf] ul0ft l;sfOsf] :t/ lsg a9L 5 <_
6. How do you help your children in the study of mathematises at home? - tkfO{n] 3/df aRrfnfO{ ul0ft k9\g s;/L ;xof]u ug''{ x''G5 <_
7. Do you think your profession is mater for your student in the study of mathematics? - s] tkfO{sf] k]zfn] tkfO{sf] aRrfsf] ul0ft l;sfO{df k|efj k/]sf] 5 <_
8. Do you feel your children could get better in mathematics if you were live/stay with your kids? (For non-parents only)- s] tkfO{nfO[{ nfU5 sL aRrf;Fu} a:bf ltgLx?sf] ul0ft l;sfO /fd|f] x''G5 <_   
9. Do you want to tell anything about your profession that has major impact on your children mathematics learning progress? - s] tkfO{sf] k]zfsf] s'g} s'/fn] tkfO{sf] aRrfsf] ul0ft l;sfOdf k|efj kf/]sf] 5 <_ 
10.Does your children’s teacher help your kids better than other because you don’t know how to treat student at home? – tkfO{ cfkm\gf] aRrfnfO{ k9\g ;xof]u ug{ ;Sg''x''Gg, To;}n] s] ljBfnodf lzIfs|n] tkfO{sf] aRrfnfO{ c? aRrfeGbf a9L ;do lbP/ l;sfp5g\ <_

Appendix-F
Questionnaire for student
1. Dou you like to study mathematics why /why not? - ltdLnfO{ ul0ft ljifo k9\g dg k5{ < lsg< 
2. Do you want to study mathematics in higher level why/why not? - s] ltdL dflyNnf] txdf klg ul0ft k9\g rfxG5f} < lsg<_
3. How does your parents help you on mathematics learning? – ltdLnfO{ ltd|f] cleefjsn] ul0ft l;sfOdf s;/L ;xof]u ug''{ x'G5 <_
4. Do you think your parent’s profession effect your mathematics learning (How)? - s] ltdLnfO{ nfU5 sL ltd|f] cleefjssf] k]zfn] ltd|f] ul0ft l;sfOdf k|efj kf/]sf] 5 <
5. Do you feel it could be better environments at home if my parents would live/stay with me? (for non-parent)- s] ltdLnfO nfU5 olb ltd|f] cleefjs ltdL;Fu} a;]sf] eP ul0ft k9\g 3/sf] jftfj/0f /fd|f] x''g]5 <_
6. Who encourage you in mathematics learning at home? - ltdLnfO{ ul0ft ljifo k9\g 3/df s;n] pTk|]l/t ug''{x''G5 <_
7. How do you learn mathematics at home when you do not get support/help to solve in mathematical problem? - ltdLn] 3/df s;}sf] ;xof]u ljgf s;/L ul0ftLo ;d:ofx? ;dfwfg u5f}{ <_
8. How does your teacher treat/help you when the teacher knows that your parents doesn’t know about mathematics? -ltd|f] cleefjsn] ul0ft k9\g ;xof]u ub}{g eg]/ ltd|f] ul0ft lzIfsn] yfxf kfPkl5 ltdLnfO{ s;/L k9fpg''x''G5<_ 
9. How do you manage your study when your parents don’t help in learning mathematics? -ltdL cleefjssf] ;xof]u ljgf ul0ft l;sfO s;/L u5f}{ <_
10. Does your teacher give you extra time to help you on when he knows you live alone? - ltdL PSn} a;]/ k9]sf] yfxf kfPkl5 s] ltd|f] lzIfsn] yk ;do lbP/ ltdLnfO{ ul0ft l;sfpg'' x''G5 <_

Appendix-G
Statistical Formula Used for Data Analysis

1.	Mean () = ∑X /N
2.	T-test =  
3.	Correlation of coefficient, rxy= 
x1= X1-, and x2= X2-
x3= X3-, and x4= X4-
Where,  =Mean of Xi, Where i= 1, 2, 3 and 4.
= Mean achievement of the jobholder parent’s student,
= Mean achievement of the business man parent’s student,
= Mean achievement of the farmer parent’s student,
= Mean achievement of the other-parent’s student,

					

Appendix-H
Separated Room for Students
Profession of parent	N. of parents that has Separated Room 	
Jobholder parent	12(60%)	
Businessman parent	5(25%)	
Farmer parent	4(20%)	
Other-parent	2(10%)	

	Share study room with sibling
Profession of parent	N. of student that share room 	
Jobholder parent	8(40%)	
Businessman parent	15(75%)	
Farmer parent	16(80%)	
Other-parent	18(90%)	
Learning environment is good enough at home
Profession of parent	N. of student that agree with their home has good enough environment	
Jobholder parent	16(80%)	
Businessman parent	8(40%)	
Farmer parent	8(40%)	
Other-parent	4(20%)	

Appendix-I
Time provided by the parents at home
Profession of parent	In hour per-day	
Jobholder parent	Around 1:30 hour	
Businessman parent	Just tells to do study by self	
Farmer parent	Just tells to do study by self	
Other-parent	Most of parents doesn’t stay with student	
Extra tuition class taken by student
Profession of parent	In hour per-day	
Jobholder parent	Around 6 months	
Businessman parent	Around 5 months	
Farmer parent	Around 5 months	
Other-parent	Around 4 months	

Parents motivation and Reward
Profession of parent	N. of student who get motivation and reward by their parents	
Jobholder parent	14(70%)	
Businessman parent	5(25%	
Farmer parent	8(40%)	
Other-parent	2(10%)	

Appendix-J
Parents discussion with teacher of the student
Profession of parent	N. of parents who discuss with their children’s teacher	
Jobholder parent	12(60%)	
Businessman parent	6(30%)	
Farmer parent	7(35%)	
Other-parent	0	

Student involvement in work to support parent
Profession of parent	N. of parents who expect from student to help on work	
Jobholder parent	2(10%)	
Businessman parent	9(45%)	
Farmer parent	10(50%)	
Other-parent	12(60%)