Affiliation:
1. University of Rajshahi, Bangladesh
Abstract
Drawing from family investment models, this study examined parental monetary investment in essential math materials and math tutoring as mediators of the association between family income and math achievement during third grade. Data were collected from third graders (N=1150, Mage= 8.01 at baseline, 52.00% boys) and mothers in Bangladesh during third-grade entry through final exam. Results from SEM suggested that there were significantly positive and direct relations (r= .36, p< .05) between low-income, fewer monetary investments, and poor math outcomes during third grade, after accounting for child and maternal characteristics. When mediators were included in the model, the estimated significant pathways from low-income to poor math outcomes were decreased by 24%, but the associations were still significant. The results suggested that parental monetary investment in math tutoring and number word was more important than other materials in children's early primary math achievement. Future directions for research and policy implications are discussed.