CHAPTER 1

INTRODUCTION

Background of the Study

Mathematics is a fundamental subject that plays a crucial role in

various aspects of life. It is essential for problem-solving, critical thinking,
and academic success. Mathematics is the most established of all
sciences and it has affected the nature of human existence on our planet.
It is collectively concurred that mathematics is the language of science,
innovation and technology. Furthermore, it shows the ways to
advancement and progress in different fields of life like art and culture.
Mathematics plays vital role in development of reasoning skills. At
elementary and secondary level, the base on math ought to be forced to
create mental perception and imagination or creativity ( Shah , et.al,
2023).

According to Presmeg (2017), a positive school culture can be defined

broadly to include social climate aspects such as a safe and caring
environment in which all students feel welcomed, valued, and have a
sense of ownership of their school; this helps students in their moral
development. Another feature is intellectual climate in which all students
in every classroom are supported and challenged to do their very best and
achieve work of quality; this includes a rich, rigorous and engaging
curriculum, and a powerful pedagogy for teaching.

The achievement of the students in Mathematics at higher secondary

level depends on the school environment. The level of achievement of the
private schools’ students is better than that of Government schools. The
male students show more positive attitude towards learning Mathematics
than the female students. Among the eight components, in few
components students of Government schools show more positive attitude
than Private schools, whereas, in some components students of Private
schools show more positive attitude than that of the students of
Government schools (Sarma&Rabha, 2021). Participants often used
subtracted for their lesson and they preferred teacher centered classroom
application which did not involve the hardware and software that allowed
students interaction. He also revealed that the attitudes of the
mathematics teacher had a positive effect towards using technology
(Mehmet,2021).

According to Yara (2019), attitude of students towards Mathematics

has been considered to be a very significant factor underlying their school
experience and achievement. That is to say that the attitude students
hold towards Mathematics determines how they approach the subject. In
many cases, students have been found to approach Mathematics as
procedural and rule-oriented. This kind of attitude prevents them from
experiencing the importance of Mathematics and the many other
approaches that could be used to develop competence in the subject.
Clarke, Thomas, and Vidakovic (2019) postulate that attitudes and
practices towards the learning of Mathematics are complexly affected by
beliefs, emotions, social context and content knowledge. Studies confirm
that emotional responses toward Mathematics that are found in students
include like and dislike of Mathematics, anxiety associated with
Mathematics and self-confidence in relation to learning of Mathematics
(Henderson & Rodrigues , 2018). These emotional factors have been
found to have an impact on students’ performance. That is to say that
many students see Mathematics as an uphill task. They learn Mathematics
with low enthusiasm and just for the sake of the grade for the next level in
their studies.

For a significant number of students, attitudes towards

mathematics decrease notably during secondary education. Thus, there is
an urgent need to improve students’ mathematics attitudes because
attitudes may negatively affect conceptual understanding of mathematics
or mathematics performance. However, without a clear unified construct
of mathematics attitudes, the ambiguity surrounding this construct
prevents researchers from drawing broad conclusions about how to
improve students’ overall mathematics attitudes. Therefore, we
conducted a systematic review of 95 studies focused on mathematics
attitudes to clarify the construct and measurement of mathematics
attitudes, and to provide a holistic picture of the relations between
mathematics attitudes and math achievement. (Wen & Dubé, 2022).

In Tanzania, Mazana et al. (2019) investigated on students’ attitude

towards learning mathematics. The results revealed that initially students
exhibit a positive attitude towards mathematics, but their attitude
becomes less positive as the students move forward to higher levels of
education. A significant positive yet weak correlation between students’
attitude and performance was also established. The factors influencing
the students’ liking or disliking of mathematics included instructional and
social psychological environmental factors that surrounded the learners.

According to Shah,et. al 2023, expressed that the attitudes are

essential for our existence as one has specific love or hate, like or dislike,
anxiety or appreciation towards a specific item or object. It has been
contended that attitudes are essential for human personality.
Mathematics as a subject could likewise be cherished, dreaded, loathed or
disdained like some other subjects. Education could be connected to
attitudes that learner has regarding the particular subject, which suggests
the solid collaboration among emotional and mental perspective.

Mathematically, which helps in his approach, the five exploratory free

responses are also available to get a deeper picture of the understudies.
The basic of educational planning, how to nurture numerical testing, the
appearance of instructional exercises, the need. For higher completeness,
and for less certainty, students have an approach to mathematics - make
direct decisions about undergraduate work, and undergraduate mentality
and achievement are not necessarily related (AwolAssen 2020), Parental
involvement classroom management and student’s attitude and
performance in mathematics was significant. It also revealed that
contribution of all the variables student’s attitudes are performance
towards mathematics were significant but the contribution of teacher’s
affective support the parental involvement were the least (Omosighon et.
al., 2020), Level of achievement of the male students in Mathematics at
higher secondary level is more than that of their female counterparts. The
consequences of the review demonstrated that most research have an
uplifting outlook towards the investigation of mathematical studies have
shown that student’s' attitudes are impacted by various elements, from
educator focused instructing strategies to a methods of understudy
learning how over, the absence of materials and absence of inspiration to
learn math make a negative mentality, when poor. Students in math
disdain execution gives the review presumes that student’s the stimulus
for learning impacted their demeanor towards science because of an
absence of educating materials. In the end, the majority of the
understudies accepted that math was troublesome, and it required a long
investment to comprehend. (Tachie 2022).

In conclusion, the influence of students' attitudes towards

mathematics on their performance is significant, as attitudes shape
engagement, motivation, and the willingness to invest time in learning the
subject. Positive attitudes, such as enjoyment, confidence, and the
perception of mathematics as valuable, are strongly linked to better
academic outcomes. Students who hold these positive attitudes tend to
engage more in mathematical tasks, persevere through challenges, and
perform better overall. Research by Kiwanuka et al. (2020) and Dowker et
al. (2019) supports this, showing that positive attitudes account for a
considerable portion of the variance in students' mathematics
achievement. On the other hand, negative attitudes, characterized by
fear, anxiety, and a lack of confidence, can lead to poor performance as
students may avoid mathematics-related activities and experience stress
during assessment. These findings highlight the need for educators to
focus not only on cognitive skills but also on nurturing positive attitudes
towards mathematics to improve students' performance.

Theoretical framework
 This framework draws upon several key studies to provide a
comprehensive understanding of the complex relationship between
Students' Attitudes towards mathematics and their achievement.

The study of Ghimire, R. C. (2021) concluded that the attitudes of

students towards mathematics is directly related to the performance of
the students in mathematics which means what sorts of attitudes do the
students holds towards mathematics clearly reflects their performance in
mathematics. Mazana, Suero Montero, and Olifage, in 2019, highlights
their study that attitudes are positively related to performance, thereby
indicating that though not being the cause of mathematics achievement,
attitude, in itself, plays a significant role in the mathematics achievement
process.

Hwang and Son (2021) and Wen and Dubé (2022) argue that
attitude is not a monolithic construct but rather the result of the interplay
of multiple components. Hwang and Son identify three key dimensions:
"Like Mathematics,""Value Mathematics," and "Confidence in
Mathematics," each making a unique contribution to achievement.
According to Wen and Dubé, this is multidimensionality, a phenomenon
that could be better described by adding that attitudes include
mathematical cognitions, affects, and behavioral intentions that will drive
the performance of students in different ways.

And according to the research of Mazana, Montero, & Casmir,

2019, students exhibit a positive attitude towards mathematics, but their
attitude becomes less positive as the students move forward to higher
levels of education. A significant positive weak correlation between
students’ attitude and performance was established. Mathematics’
enjoyment and attitude significantly predicted students’ performance in
our data. The factors influencing the students’ liking or disliking of
mathematics constituted student’s aptitude attribute, instructional and
social psychological environmental factors. Furthermore, the results show
that failure in examinations is attributed to teacher didactic strategies,
institutional resources, poor learning and examination strategies, and
failure to understand instruction.

Additionally, it is found that attitude and subjective norms have

effects, directly or indirectly, on intentions, behavioral engagement, and
mathematical performance. The intention have a significant effect on
behavioral engagement, and behavioral engagement does likewise on
mathematical performance. It has also been accepted that perceived
behavioral control is not directly related to intentions but largely to
behavior and indirectly to mathematical performance through behavior
alone (Wang, Peng, & Song, 2022)

Asante (2012) uses Expectancy-Value Theory to explain the

perception of students on mathematics motivation and engagement.
According to this theory, it is the value belief that students have
concerning their chance of ultimate success in their doings (expectancy)
and the worth of the subject to them (value) that drives their attitudes
and performances. Male respondents would tend to have a more positive
attitude toward mathematics than female respondents, partially because
of the effect of societal expectations and prevailing gender stereotypes.
This finding thereby emphasizes the necessity to deal with gender
stereotyping and create a more inclusive and equitable learning
environment for all students.

However, the study established that boys performed slightly higher in

MT as compared to the girls. Boys registered a mean percentage of 35.08
while girls had a mean percentage of 33.64. The attitude of both girls and
boys towards Mathematics curriculum was analyzed using the four
elements of Mathematics curriculum namely Objectives, Content, Methods
and Evaluation. Girls and boys were positive towards objectives, on
content, girls were neutral while boys were positive, on methods used in
teaching, girls were negative while boys were neutral, finally on
evaluation, girls were negative while boys were neutral. The mean scores
of the four elements of Mathematics curriculum for both girls and boys
was 2.8 and 3.2 respectively showing a neutral attitude for all the
students.

This framework indicates that a positive attitude should be

reinforced within students toward mathematics. Strategies for these areas
include enjoyment, value emphasized, and confidence building in the
mathematical skills of students. Recognizing that attitude is multi-
dimensional and that the contributions that each specific dimension can
make to the entire affair exist, educators now know their teaching
practices can be tailored to create a positive environment in which
students can learn and succeed.

Conceptual framework

The figure 1 shows the conceptual framework of the study. It

highlights the independent variable which is the students’ attitudes
toward mathematics and the dependent variable which is the academic
performance in mathematics.

The independent variable is the students’ attitudes towards

mathematics. It refers to how students fell about or perceive
mathematics, which could include factors like interest, anxiety,
motivation, and confidence in the subject. While the independent variable
is the academic performance in mathematics that typically refers to
students’ grades, test score, or overall achievements in mathematics.

Figure 1 Schematic Diagram of the study

Students'
Attitudes Academic
Towards Performance
Mathematics
Statement of the Problem

The present study aims to investigate the influence of students'

attitudes towards mathematics on their performance in Grade 9 in Andres
Soriano Colleges of Bislig. Specifically, the study will seeks to answer the
following questions:

1. What are the particular factors that affect Students attitude towards
mathematics?

2. How dimensions of the Students' attitude toward mathematics relate to

their performance?

3. Are attitudes toward mathematics different significantly by gender or

demographics factors?

4. What is the strategy to initiate a positive attitude toward mathematics

along with the students' overall performance in academics?

Scope and limitation of the study

This study will investigate the influence of students' attitudes towards

mathematics on their academic performance in Grade 9 at Andres Soriano
Colleges of Bislig. This study will explain the attitudes of students,
including their perceptions, enjoyments and confidence in mathematics. It
will analyze the correlation between the students' attitudes and their
academic performance.

This study is limited to Grade 9 students at Andres Soriano Colleges

of Bislig and may not be generalized to other grade levels. This study will
rely primarily on questionnaires. Moreover, the study is focused solely on
the influence of attitudes excluding other factors that might affect their
academic performance, such socioeconomic factor or learning disabilities.
The study will also conducted within a short time and within the limited
resources.
Significance of the Study

This research is made with the aim to provide knowledge and

information regarding the chosen topic from the respondents and the
findings of the study will serves as reference for various group of people
which include the following:

 Educators - it give insight on the relationship between students

attitudes towards mathematics and their academic performance.
Understating this correlation allows teacher to change or modify
their teaching approaches to overcome negative attitudes and
foster more pleasing learning environment. This study help
educators develop strategies to foster students to love math.
 Students - by addressing the attitudinal barriers to learning,
students can achieve greater success in their performance, leading
to increased confidence, improve performance in academic.
 Policymakers - it demonstrate the impact of students attitudes
towards math on their academic performance. This information can
help to shape educational strategies that address negative
perceptions on math and foster a positive learning environment. By
understanding the factors, policymakers can allocate resources and
implement program that foster a more interesting and engaging
math for all students.
 Future Researchers – the result of this research would serve as a
strong basis for further research exploring the complex relationship
between students’ attitudes and academic performance in
mathematics.
 Parents – by understanding their child attitudes towards
mathematics impact their academic performance can help them
support their learning journey.
 CHAPTER 2

Review of Related Literature

FOREIGN STUDIES

Mathematics is an indispensable subject of school curriculum and is

important in daily living as well as in the study of other subjects. However,
there is a common belief that majority of the students dislike
mathematics, owing to an array of factors related to instruction and
learners’ cognitive, affective and psychomotor attributes, subject matter
and the learning environment(Gafoor & Kurukkan, 2015). In the current
21st century, individuals have to deal with overwhelming information
generated from computers and calculators to that of mental estimations
of daily purchases and it is imperative that students become proficient in
mathematics. Not only must learners deal with a wide range of
operational skills, such as computing decimals, they must also understand
underlying numerical concepts in order to succeed in a variety of day-to-
day commercial and work place situations. However, attitudes towards
mathematics and associated anxiety have been known to affect students
with diverse socio-economic backgrounds; it continues to be an issue of
concern to secondary school teachers and administration particularly in
Kenya ( Mulala, 2015).

Students’ learning of and performance in mathematics is

affected by a number of factors, including students’ attitude
towards the subject, teachers instructional practices, and school
environment. It also sought to ascertain reasons for the liking or
disliking mathematics and the relationship between attitude and
performance. The factors influencing the students’ liking or
disliking of mathematics constituted student’s aptitude attribute,
instructional and social psychological environmental factors
(Mazana et al, 2019).According to the researcher, a questionnaire
survey was conducted on a random sample of 51 standard IX students to
obtain data on their mathematics related expectancies, task value beliefs,
self-efficacy beliefs, epistemological beliefs, goal orientation, interest and
anxiety. Among these students, 88% selected mathematics as the subject
hated by them and only 6% report they like mathematics. Major reasons
to dislike mathematics were related to difficulty in understanding the
subject matter, and teacher or instructional related factors. When 20%
rated mathematics as a very difficult subject, 54% reported medium
difficulty, with only 10% considering it as an easy subject. Around 42% fail
to identify the ways to solve problems provided in their textbook. A large
division of students use blind strategies in learning mathematics and
possess less adaptive self efficacy beliefs and epistemological beliefs.
Implications are added (Gafoor & Kurukkan, 2015).

In addition, according to the article reports on a study that

investigated the causes underlying a sample of eighteen third-year
Australian pre-service primary teachers' negative beliefs and anxiety
about mathematics. It was found that most of the participants' have math-
anxiety that could be attributed to their primary school experiences in
learning mathematics. Situations such as teaching mathematics or being
evaluated in mathematics were noted as particularly stressful and
mathematical topics such as algebra, space and number sense were
specifically identified to cause math- anxiety (Uusumaki & Nason , 2004).
However, for some children, mathematics is liked and missed. Strange ?
No, it's just all about perception and learning experience. Using a
qualitative approach with a phenomenology design, this study selects 6
elementary school students in Cirebon City purposively. In-depth
interviews were conducted by probing and then analyzed using interactive
analysis which included raw text, relevant text, repeating ideas, and
themes. Students said that they sometimes miss mathematics because
they can do calculations and achieve a feeling of satisfaction, to the point
that smart students get pride in being successful in mathematics.
Meanwhile, the flow of logical thinking in mathematics lessons, the lack of
working tutorials, and the high expectations that are not achieved cause
people to often hate mathematics(Maritza, et al. 2023).

Students’ attitudes toward mathematics are formed through their

various experiences with mathematics (Davadas & Lay, 2017; Goldin et
al., 2016). As accumulated experiences with a certain object and subject
influence students’ psychological state, they develop a positive or
negative attitude toward such experiences. Moreover, students tend to
behave and think in a certain way that matches their attitude. For
example, students with a positive attitude toward mathematics tend to
like mathematics, view it as a valuable subject and have confidence in
engaging in the subject (Mullis et al., 2020). Such students also put more
time and effort into studying mathematics. However, students with a
negative attitude toward mathematics tend to dislike mathematics, deem
it a useless subject and feel afraid to engage in it ( Wigfield. et al., 2016).
As a consequence, such students tend to avoid mathematics-related
activities (Cho & Hwang, 2019). Therefore, we might assume the
existence of a positive relationship between a student’s attitude toward
mathematics and their mathematics achievement.

Moreover, attitudes toward mathematics also have an important role

in other affective constructs in learning mathematics, including
independent learning ( Purnomo , 2017), self-regulation ( Kusaeri &
Cahyan, 2016), and metacognitive skills ( Orman & Sevgi, 2019). On the
other hand, student attitudes can also be influenced by the learning
materials, learning practices, and the learning quality ( Ayob & Yasin,
2017), so that the positive attitude towards mathematics sometimes
suitable ( Mazana et al., 2019).

LOCAL STUDIES

Mathematics is an interesting but a very challenging subject. Several

studies reported different factors which lead to students’ poor
performance in this subject. In terms of the level of attitude towards
Mathematics subject, it is either positive or negative. Several studies have
been conducted to determine what factors influence students' attitudes
toward mathematics. Math-self efficacy, math anxiety, motivation,
parental influences, effective teacher support, and classroom instruction
are some of these factors (Vukovic et al., 2013). Teachers have the
greatest influence on students' perceptions of mathematics. Teachers'
attitudes are not always consistent, and they can differ from one another.
Teachers who engage students in hands-on activities with real-world
applications, make them feel supported, demonstrate a passion for the
subject, and provide one-on-one attention have a positive impact on
student's attitudes toward mathematics (Kelly, 2011). Teachers used a
variety of strategies to improve students' attitudes toward mathematics.
Technologyassisted instruction, for example, improved students' attitudes
toward the subject (Choi et al., 2013).
 As to the students’ self-efficacy, it is neither high nor low. No
significant difference was found on the level of attitude and self-efficacy
when grouped according to gender. It was also discovered that only
attitude towards Mathematics manifested significant influence to
academic performance. Students who have shown positive attitude
towards the subject tend to perform well. Hence, performance in
Mathematics can be improved by developing a positive attitude towards
the subject. Parents, teachers and other stakeholders have the
responsibility of helping the students in this aspect (Alpacion et al., 2014).
And according to Peteros, E., et al., (2019) self-concept in mathematics
can be defined as student ratings of their skills, ability, enjoyment, and
interest in mathematics is seen as an essential factor in their achievement
in math.

The study of Capuno, R., et al., (2019) revealed that there was a
negligible positive correlation between the attitudes and academic
performance of the respondents in terms of their self-confidence,
enjoyment, and motivation while there was a weak positive correlation
between the value of math and their academic performance in math. It
was concluded that students' attitudes and their study habits are
significant factors that affect their performance in mathematics. Low
performance in Mathematics is also a problem in the Philippines. For
instance, in the National Achievement Test (NAT) result for SY 2011 2012,
students showed poorly in this subject with an overall Mean Percentage
Score (MPS) of 46.37. It is second to the lowest rank which is Science with
40.53. This Chinese Taipei , and Japan are among the world’s leader in
Mathematics achievement (Mullis et al., 2011). The 2018 Program for
International Student Assessment (PISA) revealed that the Philippines
ranked near the bottom in math, with students scoring well below the
global average. This situation highlights the urgent need to improve math
education in the country. One significant barrier is the limited access to
quality teaching resources (Rivera, 2024). PISA 2022, going from 353
in 2018 to 355 in 2022 (Pisa, 2022). In Malibud National High School
under the Gingoog City Division, students have the Mean Percentage
Score (MPS) of 32.67 in Mathematics which is interpreted as low
performance.From these poor results of Mathematics assessment, Filipino
learners had already a glaring difficulty in understanding the subject, and
it became more challenging for the to catch up learning the subject when
the pandemic came in 2020 (Mejares & Tan, 2023).

It has been found out that productive struggle is extremely influential

to 21st-century learners for it has helped them to be motivated in
managing to improve their skills in mathematics. Furthermore, it was
found out in this study that the problem that most of the learners
encounter when they are in productive struggle is the fact that they
cannot finish the activity within a given amount of time (Salazar, 2022). In
addition , Several studies have identified various factors that contribute to
students' poor math performance. Tudy (2014) studied Filipino students
and discovered that only attitudes toward mathematics had a significant
influence on the student's academic performance. Students who have a
positive attitude toward the subject perform better. As a result,
developing a positive attitude toward mathematics can help students in
the Philippines improve their math performance. One factor affecting the
academic performance of learners is certainly their anxious attitude. One
principle espoused by the National Council of Teachers of Mathematics
state that students must learn Mathematics with understanding, actively
building new knowledge from experience and prior knowledge.
Communication skills are important in the formation of cognitive
structures, and that language is a tool for not just representing but also
transforming ideas. Improving language improves problem-solving skills,
and that activating language habits that the child had mastered can help
them perform better 2020. Several researchers have supported the
findings that attitude has a significant influence in the student performance
in Mathematics. Thus, attitude of a person plays a vital role in learning
Mathematics . Students who are confident in their arithmetic abilities are
more likely to succeed in Math, which is viewed as a desirable trait. If
students lack confidence in their ability to conduct arithmetic, they are
less likely to succeed, and unsuccessful behaviour is associated with
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aiming a good performance in Mathematics (Mejares & Tan, 2023).

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