CHAPTER 1

THE PROBLEM AND ITS SCOPE

Education is significantly one of the most critical factors in producing a
human resource that is necessary for development in every aspect of a country.
In a wide sense, education refers to any endeavor that significantly influences a
person’s ability to think, learn, and behave. It consists of a variety of subjects that
every person should be taught and trained. Mathematics is widely regarded as
one of the most important subjects in the school curriculum across the world
(Orton and Frobisher, 2004). Many countries in Asia have different teaching
methods, which help them improve the students’ attitudes and performance in
Mathematics.
In Asia, Mathematics is viewed as one of the most critical subjects
wherein students are encouraged to study the discipline (Leathan and Peterson,
2010). It is in this view that in most Asian countries, guiding practices on
children’s Mathematics achievements are quite more vigorous enabling them to
improve the students' attitude and performance in the subject. Attitudes of
students are one of the factors that affect their performance in Mathematics. The
positive attitudes of Asian students towards Mathematics subject leads to better
performance in the subject (Wei & Dzeng, 2014).
In the Philippines, Mathematics is a general education subject in primary and
higher education (K to 12 Basic Education Curriculum, 2019). It contains specific
topic and instructional plan standards to help the students improve their logical
reasoning, higher-order, and cognitive abilities. In this regard, fostering a good
attitude toward Mathematics among students is a key objective in Mathematics
education. Furthermore, the research of Bayaga and Wadesango (2014),
indicates that the negative attitudes of Filipino students towards Mathematics
affect their perception of the subject, thus, it affects their negative performance in
the subject.
In Dusita High School, it is observed that some students have different
attitudes towards mathematics. It is also noticed that students from Dusita High
School are active in participating in math contests at different levels such as
MTAP. Though some students perceive math as a hard subject, other students
also see mathematics as an extremely advantageous and fundamental subject.
It is for these reasons that the researchers feel the need to conduct this
study on the attitudes of Grade 9 students toward Mathematics
 2

REVIEW OF RELATED LITERATURE

Theories
Affective-Cognitive Consistency Theory. According to Rosenberg (1968), an
unstable state occurs when an individual’s attitudes toward an object and
knowledge about an object are inconsistent. Providing an individual with new
information that changes the cognitive component of attitude will tend to cause
that individual to change overall attitudes toward an object. The student’s feelings
towards the subject will affect how they perform in the subject. A student with a
negative attitude towards a subject will think that they will not do well in the
subject. However, a student with a positive attitude towards a subject will be
motivated to perform well because they will think that they can achieve in that
subject.
Self-perception Theory by Bem (1972) states that individuals learn about
their own attitudes and character traits by observing their behavior. Similarly, in
the case of the students wherein, most of them think that mathematics is a
difficult subject, they will tend to have the same feelings with others. Thus,
whenever they do not understand the math lessons, they will have the possibility
of thinking that they are not alone. So, one will justify their performance on the
premise that most of the students do not like math because it is difficult and so
he does. However, if the student feels the other way, then they would develop a
positive attitude towards the subject because they can justify why they like the
subject. With these, the willingness of the students to learn the subject can help
in developing good study habits on the subject to which the student has a
positive attitude.
Literature
Students’ attitudes toward mathematics are formed through their various
experiences with mathematics. As accumulated experiences with a certain object
and subject influence student’s psychological state, they develop a positive or
negative attitude toward such experiences. Moreover, students tend to behave
and think in a 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).
According to Rodriguez et al. (2020), attitude toward mathematics is
beliefs about the effectiveness and interest of students in performing
mathematical tasks in academic and everyday situations. Students’ attitudes
toward Mathematics can be defined as their comprehensive evaluation of the
subject. The students’ attitudes and how much they like Mathematics greatly
predicted how well they would succeed in the subject.
Studies
The study of Tamayo (2021) about University Students' Attitudes and
Mathematics Performances; A Correlational Analysis, revealed that positive
attitude and disposition toward mathematics and further stated the better their
mathematics performance, the higher their grade. Significantly, this implies that
they value the importance of mathematics not only in their academic endeavor
but also in the different facets of life.
 3

The study by Huang and Son (2021) about Students' Attitudes toward
Mathematics and its Relationship with Mathematics Achievement, emphasized
the important role of attitudes toward mathematics, which contributes to
achieving high performance in the subject. Students’ success and academic
growth depend heavily on their Mathematics performance. Pupils need to master
and comprehend its concepts.

Statement of the Problem

This study aims to determine the attitudes of Grade 9 students of School
Year 2023-2024 in learning mathematics about their performance with the end
view of proposing recommendations.
Specifically, it sought to answer the following questions:
1. What is the profile of the students in terms of?
1.1age; and
1.2 sex?
2. What is the performance of the students in Mathematics during the first
and second grading periods?
3. What are the attitudes of students toward mathematics in terms of:
3.1 enjoyment;
3.2 self-confidence;
3.3 value of Mathematics as Perceived by the students; and
3.4 motivation of the students in Mathematics?
4. Is there a significant degree of correlation between the student’s
attitude in learning Mathematics and their academic performance?
5. Is there a significant relationship between the profile of the students
and their;
5.1 attitudes to learning mathematics; and
5.2 Academic Performance?
6. Based on the findings, what recommendations could be suggested?
Statement of Null Hypotheses:
1. There is no significant degree of correlation between the student’s
attitude in learning Mathematics and their academic performance.
2. There is no significant relationship between the profiles of the students
in the following context:
2.1 the students’ attitude in Mathematics; and
2.2 Academic Performance.

Statistical Treatment
In the analysis and interpretation of data, the following formula will be used:
percentage equivalence of each frequency using the formula.
Frequency
Percentage = x 100
Total number of respondents
 4

For statistical purposes, the responses towards the attitudes of junior high
school students in Mathematics were categorized as Strongly Agree, Agree,
Disagree, and Strongly Disagree at all with weight equivalent of 4, 3, 2, and 1
respectively.

Weighted Mean. This technique will be used to measure the central

tendency where some values are important over others. This will be used to
gauge the average value of responses to items in the questionnaire using the
formula.

∑f x
xW=
N
Where:
x W = weighted mean
∑ f x = summation of frequency
N = number of cases

The weight equivalent means were computed as follows:

∑f x
xW=
N
Or the sum of products of the response frequencies by their respective weight
mean divided by the number of classes.

Sometimes the students’ attitudes in learning mathematics are not always

100% and may be considered; thus, arbitrary scale.

3.25- 4.00 Strongly Agree Highly Positive

2.50- 3.24 Agree Moderately Positive
1.75- 2.49 Disagree Moderately Negative
1.0-1.74 Strongly Disagree Highly Negative
The same scale will be used in interpreting the composite weight mean.
The sum of the weighted mean
Composite weight mean=
Number of items

Pearson product-moment coefficient correlation. To determine the significant

degree of correlation between the students’ attitudes toward learning
mathematics, the data will be subjected to the Pearson product-moment
coefficient of correlation using the formula.

n ∑ xy − ∑ xΣy
r=
√ [ n ∑ x − ( ∑ x ) ] [ nΣ y − ( Σ ) ]
2 2 2
y
2

Where:
r= coefficient of the correlation
 5

n= number of cases
∑xy= the sum of the product of x and y
∑x= the sum of all the entries in the x column
∑y= the sum of all entries in the y column
∑ x 2= the summation of the square in x
∑ y 2= summation of the square in y

The obtained Pearson Product Coefficient of correlation ratio will be checked

against the table of significant values of 0.05 level of significance.

Chi-square Test. To test the significant degree of relationship between the

profile of the students and the student’s attitudes in learning Mathematics and
their academic performance, the data will be subjected to a chi-square test.
2
2 (f 0− f e )
x =∑
fe
2
Where: x = chi-square
f 0= observed frequency
f e =¿ expected frequency
DEFINITION OF TERMS
For this research, the following terms are required to be defined:
Academic Performance – this refers to a student’s grades in Mathematics
during the first and second grading.
Attitudes – refers to the students’ enjoyment, self-confidence, value of
Mathematics as perceived by the students and Motivation of the students in
Mathematics.
Mathematics – refers to the subject that affects attitudes and academic
performance.
Learning – refers to the student's acquired knowledge in the subject of
Mathematics.
Students – refers to the grade 9 students of Dusita High School enrolled in
school year 2023-2024.
CHAPTER II
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents, analyzes, and interprets the data gathered by the
researchers from the responses of one hundred thirty-seven Grade 9 students of
Dusita High School. The raw data were classified, tallied, tabulated, and treated
statistically based on the problems posed in this study.
Profile of the Students
The profile of the students includes their age, sex, and the first and second-
quarter mathematics grades for the school year 2023 – 2024. Tables 2 and 3
present the data.
TABLE 2
Profile of the Students
(N= 137)
 6

Age. Table 2 presents the data on the frequency and percentage

distribution of the parents of the Grade 9 junior high school students. It turns out
that there are no 12 years old among the one hundred thirty-seven Grade 9
students; two (1.46 percent) were 13 years old; one-hundred seven (78.10
percent) were 14 years old; twenty-five (18.26 percent) were 15 years old; and
three (2.19 percent) were 16 years old and above.
Sex. Of the one hundred thirty-seven, fifty-six (40.88 percent) were males,
and eighty-one (59.12 percent) were females. It shows that there were more
females than females of Grade 9 Junior high students in Dusita High School.
Academic Performance. It refers to the student’s performance based on
their average in the first and second grades.

Items F % R
1. Age
12 0 0 5
13 2 1.46 4
14 107 78.10 1
15 25 18.25 2
16 and above 3 2.19 3
Mean: 14.212
2. Sex
Male 56 40.88 2
Female 81 59.12 1
 TABLE 3
The Performance Level of the Students
(N= 137)

Descriptions Grading Scale Frequency Percentage Rank

Outstanding 90-100 53 38.69 1
Very
85-89 50 36.50 2
Satisfactory
Satisfactory 80-84 28 20.44 3
Fairly
75-79 6 4.38 4
Satisfactory
Did not meet
74 and below 0 0 5
Expectations
Mean: 87.7591
As shown in Table 3 it revealed that most of the student’s academic performance
is leveled in between 90-100 grades with the frequency of fifty-three (38.69
percent) out of 137 population of grade 9 students; fifty (36.50 percent) gained a
grade of 85-89; tween-eight (20.44 percent) gained a grade of 80-84; six (4.38
percent) gained a grade of 75-79; and zero (0 percent) for the grade of 74 and
below in the field of Mathematics subject. The mean for the academic
performance of Grade 9 students was 87.7591.
TABLE 4
Attitudes of Junior High School Students in Mathematics
(N=137)
ENJOYMENT

ITEMS WM DV R I

1. I have for the most part appreciated

2.75 A 6 MP
considering math in school.
2. Mathematics is not dull and boring. 2.84 A 3 MP
3. I like to take care of new issues in
2.82 A 4 MP
Mathematics.
4. I would want to complete a task in
2.99 A 1 MP
Math than compose an exposition.
5. I like Mathematics. 2.63 A 7 MP
6. I am happier in a Mathematics class
2.40 D 9 MN
than any other class.
7. Mathematics is a fascinating subject. 2.75 A 5 MP
8. I am open to communicating my
thoughts on the most proficient method to
2.85 A 2 MP
search for answers for a troublesome
issue in Mathematics.
9. I am comfortable answering questions
2.62 A 8 MP
in Mathematics class.
Composite Mean 2.74 A MP
 20

Scaling Description Interpretation Legend

3.25-4.00 Strongly Agree HP, Highly Positive WM= Weighted Mean
2.50-3.24 Agree MP, Moderate Positive DV= descriptive
Value
1.75- 2.49 Disagree MN, Moderately Negative I= Interpretation
1.00-1.74 Strongly Disagree HN, Highly Negative R= Rank

Table 4 records the junior high school student’s enjoyment of learning

mathematics. The top one of the distributed questionnaires is item no. 4 this was:
I would want to complete a task in Math than compose an exposition with a
weighted mean of 2.99. Then next was item no. 8 which was: I am open to
communicating my thoughts on the most proficient method to search for answers
for a troublesome issue in Mathematics with a weighted mean of 2.85. Then next
was item no. 2 which was: Mathematics is not dull and boring with a weighted
mean of 2.84. The bottom one of the distributed questionnaires is item no. 6 this
was: I am happier in a Mathematics class than any other class with a weighted
mean of 2.40. Next was item no. 9 this was: I am comfortable answering
questions in Mathematics class with a weighted mean of 2.62. The next was item
no. 5 which was: I like Mathematics with a weighted mean of 2.63. The
composite mean yielded 2.74 or Agree which is interpreted as Moderately
Positive. The results showed that the student’s enjoyment of Mathematics was
moderately positive.
TABLE 5: SELF-CONFIDENCE

ITEMS WM DV R I

1. Mathematics is one of my favorite subjects. 2.53 A 4 MP

2. My brain can function clearly when I’m
D 9 MN
working with Math. 2.41
3. Studying Mathematics makes me feel
2.54 A 3 MP
excited.
4. I am comfortable with Mathematics. 2.55 A 2 MP
5. Mathematics does not scare me at all. 2.50 A 6 MP
6. I have a great deal of fearlessness with
2.53 A 4 MP
regard to Mathematics.
7. I am ready to take care of mathematics
issues without an excessive amount of trouble.
2.50 A 6 MP

8. I hope to do genuinely well in any

2.72 A 1 MP
Mathematics class I take.
9. I learn mathematics easily. 2.31 A 10 MP
10. I believe I am good at solving mathematics
2.42 A 8 MP
problems.
Composite Mean 2.50 A MP
Table 5 records the junior high school student’s self-confidence in learning
mathematics. The top one of the distributed questionnaires is item no. 8 this was:
I hope to do genuinely well in any Mathematics class I take with a weighted mean
of 2.72. Then next was item no. 4 which was: I am comfortable with Mathematics
 21

with a weighted mean of 2.55. Then next was item no. 3 this was: Studying
Mathematics makes me feel excited with a weighted mean of 2.54. The bottom
one of the distributed questionnaires is item no. 9 this was: I learn mathematics
easily with a weighted mean of 2.31. Next was item no. 2 this was: My brain can
function clearly when I’m working with Math with a weighted mean of 2.41. The
next was item no. 10 this was: I believe I am good at solving mathematics
problems with a weighted mean of 2.42. The composite mean yielded 2.50 or
Agree which is interpreted as Moderately Positive. The results showed that the
students’ self-confidence in Mathematics subjected was moderately positive.
TABLE 6: VALUE OF MATHEMATICS AS PERCEIVED BY STUDENTS

ITEMS WM DV R I

1. Mathematics is an extremely
2.82 A 6 MP
advantageous and fundamental subject.
2. I want to develop my mathematical
2.99 A 1 MP
skills.
3. Mathematics builds up the psyche and
2.85 A 4 MP
shows an individual how to think.
4. Mathematics is essential in everyday
2.92 A 3 MP
life.
5. Mathematics is a standout amongst the
2.95 A 2 MP
most important subjects to consider.
6. High school mathematics courses
would be beneficial no matter what I 2.84 A 5 MP
decide to study.
7. I can consider numerous ways that I
2.77 A 7 MP
use math outside of school.
Composite Mean 2.88 A MP
Table 6 records the value of mathematics as perceived by junior high
school students in learning mathematics. The top one of the distributed
questionnaires is item no. 2 this was: I want to develop my mathematical skills
with a weighted mean of 2.99. The next was item no. 5 this was: Mathematics is
a standout amongst the most important subjects to consider with a weighted
mean of 2.95. Then item no. 4 was: Mathematics is essential in everyday life with
a weighted mean of 2.92. The bottom one of the distributed questionnaires is
item no. 7 This was: I can consider numerous ways that I use math outside of
school with a weighted mean of 2.77. Next was item no.1 this was: Mathematics
is an extremely advantageous and fundamental subject with a weighted mean of
2.82. The next was item no. 6 was: High school mathematics courses would be
beneficial no matter what I decide to study with a weighted mean of 2.84. The
composite mean yielded 2.88 or Agree which is interpreted as Moderately
Positive. The results showed that the value of mathematics as perceived by
students subjected was moderately positive.

TABLE 7: MOTIVATION OF STUDENTS IN MATHEMATICS

 22

ITEMS WM DV R I

1. I am sure that I could learn propelled

2.82 A 2 MP
mathematics.
2. I will take more than the required
2.76 A 3 MP
measure of mathematics.
3. I intend to take as much math as I
2.83 A 1 MP
can.
Composite Mean 2.80 A MP

Table 7 records the motivation of students in mathematics. Top one of the

distributed questionnaires is item no. 3 this was: I intend to take as much math as
I can with weighted mean of 2.83. The bottom one of the distributed
questionnaires is item no. 2 this was: I will take more than the required measure
of mathematics with weighted mean of 2.76. The composite mean yielded 2.80 or
Agree which interpreted as Moderately Positive. The results showed that the
motivation of students in Mathematics subjected was moderately positive.
TABLE 8
Summary Table of Students’ Attitudes In Mathematics

Composite
Dimensions Interpretation
Mean
Enjoyment 2.74 Moderate Positive
Self-Confidence 2.50 Moderate Positive
Value of Mathematics as Perceived by
2.88 Moderate Positive
students
Motivation of students in Mathematics 2.80 Moderate Positive

Table 8 records the summary table of students’ attitudes in mathematics.

Among the four dimensions was Value of Mathematics as Perceived by students
got the highest composite mean of 2.88. This is followed by the dimension
Motivation of students in Mathematics with the composite mean of 2.80. The
dimension Enjoyment got the third rank with the weighted mean of 2.74. Lastly,
Self-confidence got fourth rank with the weighted mean of 2.50. The composite
mean yielded 2.73 or Agree which interpreted as Moderately Positive. The
results showed that the student’s attitude in learning Mathematics was
Moderately Positive.

Testing on the Significant of Correlation

To determine the relationship between attitudes of junior high school
students in Mathematics and academic performance, this data was tested and
interpreted using pearson product moment correlation.
TABLE 9
 23

Correlation Between the Students’ Attitudes in Mathematics and Academic

Performance
Computed Critical
Variable Mean Remarks Result
r Value

Students’ 2.6907 <

Attitudes
-0.06934 1.656 Insignificant
Academic Η 0 :Accept
Performanc 87.7591
e

Correlation Between the Students’ Attitudes in Mathematics and

Academic Performance. The obtained correlation coefficient as shown on table
9 was r= -0.06934, which was lower than the critical value of 1.656 at 136 df and
on 0.05 level of significance. Hence, the null hypothesis was accepted.
Therefore, there is no significant correlation between the students’ attitudes
and their academic performance in Mathematics. This means that the academic
performance of the students does not depend on their attitudes in the subject
Mathematics. The result was opposed to the study of Naungayan (2021)
emphasized that the students’ attitudes in Mathematics is significantly correlated
to student’s achievement.

TABLE 10
Relationship Between Students’ Age and their Attitudes in Mathematics.
Student’s
Chi-
Attitudes SA A SD D Total
square
Age
0.380 0.949 0.613 0.058
13 0 1 1 0 2 0.685
0.380 0.003 0.244 0.058
20.307 50.766 32.803 3.124
14 21 48 36 2 107 0.891
0.024 0.151 0.312 0.404
4.745 11.861 7.664 0.730
15 5 14 4 2 25 4.361
0.014 0.386 1.752 2.209
0.569 1.423 0.920 0.088
16 and
0 2 1 0 3 0.898
above
0.569 0.234 0.007 0.088
Total 26 65 42 4 137
Chi-square 0.987 0.774 2.315 2.759 6.835
2
x =¿ 6.835
Critical value of x 2 at 9 df and 0.05 level of significance = 16. 919
Result: Insignificant
 24

Η 0 :Accept

Age and Students’ Attitudes in Mathematics. As reflected in table 10, it

can be gleaned from the computation that the chi-square value 6.835 when
compared to the critical value of 16.919 at 9 df and 0.05 level of significance was
found lower. This finding shows an insignificant result which make the null
hypothesis be accepted. Accordingly, the results shows that there is an
insignificant relationship between students’ age and attitudes in Mathematics. So,
the students’ attitudes in Mathematics does not depend on the students’ age.
This is in contrast from the study of Barbara Roncevic Zubkovic et al. (2021) that
secondary students value Mathematics less than younger students.

TABLE 11
.Relationship Between Students’ Sex and their Attitudes in Mathematics
Student’s SA A SD D Total Chi-
Attitudes square
Sex
Male 10.628 26.569 17.168 1.635
10 33 12 1 56 3.397
0.037 1.557 1.556 0.247
Female 15.372 38.430 24.832 2.365
16 32 30 3 81 2.348
0.026 1.076 1.076 0.170
Total 26 65 42 4 137
Chi-square 0.063 2.633 2.632 0.417 5.745
x =¿5.745
2

2
Critical value of x at 3 df and 0.05 level of significance = 7.815
Result: Insignificant
Η 0 :Accept

Sex and Students’ Attitudes in Mathematics. As reflected in table 11, it

can be gleaned from the computation that the chi-square value 5.745 when
compared to the critical value of 7.815 at 3 df and 0.05 level of significance was
found to be lower which brings the null hypothesis to be accepted. Hence, the
result shows that there is an insignificant relationship between students’ sex and
students’ attitudes in Mathematics. Therefore, it means that the students’
attitudes in Mathematics does not depend to their sex. This is in line to the study
of Derrick Anokye-Poku and Ernest Ampadu (2020) that there is no significant
difference in attitudes between genders toward Mathematics.

TABLE 12
Relationship Between Students’ Sex and their Academic Performance in
Mathematics.
 25

Academic
90-100 85-89 80-84 75-79 Total Chi-square
Sex
21.664 20.438 11.445 2.453
Male 16 14 20 6 56 15.033
1.481 2.028 6.395 5.129
Female 31.336 29.562 16.555 3.547
37 36 8 0 81 10.394
1.024 1.402 4.421 3.547
Total 53 50 28 6 137
Chi-
2.505 3.430 10.816 8.676 25.427
square
x =¿25.427
2

Critical value of x 2 at 3 df and 0.05 level of significance = 7.815

Result: Significant
Η 0 :Reject

Sex and Student’s Academic Performance in Mathematics. As

reflected in table in table 12, it can be gleaned from the computation that the chi-
square value 25.427 when compared to the critical value of 7.815 at 3 df and
0.05 level of significance was found to be higher. This finding shows a significant
result which make the null hypothesis rejected. These findings show that there is
a significant relationship between students’ sex and their academic performance.
It means that students’ academic performance depends to their sex. This
opposed to the study of Guihua Xie and Xinyu Liu (2023) that have no significant
impact on the mathematical capability of either male or female junior high school
students.

TABLE 13
Relationship Between Students’ Age and their Academic Performance in
Mathematics.
 26

Academic Chi-
90-100 85-89 80-84 75-79 Total
Age square
0.774 0.730 0.409 0.088
13 2 0 0 0 2 3.169
1.942 0.730 0.409 0.088
41.394 39.051 21.869 4.686
14 45 41 17 4 107 1.595
0.314 0.097 1.084 0.100
9.672 9.124 5.109 1.095
15 6 9 9 1 25 4.367
1.394 0.002 2.963 0.008
1.161 1.095 0.613 0.131
16 and
0 0 2 1 3 11.159
above
1.161 1.095 3.138 5.765
Total 53 50 28 6 137
Chi-square 4.811 1.924 7.594 5.961 20.290
x =¿ 20.29-0
2

2
Critical value of x at 9 df and 0.05 level of significance = 16. 919
Result: Significant
Η 0 : Reject

Age and Students’ Academic Performance in Mathematics. As

reflected in table in table 13, it can be gleaned from the computation that the chi-
square value 20.290 when compared to the critical value of 16.919 at 9 df and
0.05 level of significance was found to be higher. This finding shows a significant
result which make the null hypothesis rejected. These findings show that there is
a significant relationship between students’ age and their academic performance.
It means that students’ academic performance depends to the students’ age.
This is in line to the study Rodriguez et al. (2020) that the older students were,
the higher the math scores that they obtained.

TABLE 14
Relationship Between Students’ Attitudes and their Academic Performance
in Mathematics.
Student’s
Chi-
Attitudes SA A SD D Total
square
Academic
10.058 25.146 1.547 16.248
90-100 12 16 0 25 53 9.963
0.375 3.327 1.547 4.714
9.489 23.723 1.460 15.328
85-89 8 25 4 13 50 5.076
0.234 0.069 4.419 0.354
80-84 5.314 13.285 0.818 8.584 28 6.998
 27

6 19 0 3
0.089 2.459 0.818 3.632
75-79 1.138 2.848 0.175 1.839 6 3.322
0 5 0 1
1.138 1.626 0.175 0.383
Total 26 65 4 42 137
Chi-square 1.836 7.481 6.959 9.083 25.359
2
x =¿ 25.359
Critical value of x 2 at 9 df and 0.05 level of significance = 16. 919
Result: Significant
Η 0 : Reject

Students’ Attitudes and their Academic Performance in Mathematics.

As reflected in table 14, it can be gleaned from the computation that the chi-
square value of 25.359 when compared to the critical value of 16.919 at the 9 df
and 0.05 level of significance was found to be higher. This finding shows a
significant result which makes the null hypothesis be rejected. Therefore, there is
a significant relationship between students’ attitudes and their academic
performance in Mathematics. It means that students’ academic performance
depends to the attitudes of students in Mathematics subject. This is in line to the
study of Tamayo (2021) that positive attitudes and disposition toward
mathematics impacts their academic performance, resulting to higher grades.

CHAPTER III
SUMMARY OF FINDINGS, CONCLUSIONS, RECOMMENDATIONS
The findings of the research are summarized here, and they serve as a
basis for conclusions and recommendations to verify the data respondents'
responses.
Statement of the Problem. The main focus of this study was to
determine the attitudes of Grade 9 students in learning Mathimatics in relation to
their academic performance during the school year 2023-2024 with the end view
of proposing recommendations.
Specifically, it sought to answer the following problem: the profile of the
students; the academic performance of students in Mathematics subject; and the
students’ attitude in learning Mathematics.
It further sought to discover the degree of correlation between the
students’ attitude in learning Mathematics in relation to their academic
performance; the relationship between the profile of the students and their
attitude in learning Mathematics; and the profile of the students and their
academic performance.
Null Hypotheses
The following are the null hypotheses.
1. There is no significant degree of correlation between the students’
attitude toward learning Mathematics and their academic performance.
 28

2. There is no significant relationship between the profiles of the students

of the following context: the students’ attitude in Mathematics; and academic
performance.
Research Design
This study used a normative survey method to gather information on
Grade 9 students of Dusita High School with the use of a standardized
questionnaire by Capuno et al. (2019) entitled “Attitudes, Study Habits, and
Academic Performance of Junior High School Students in Mathematics”.
The Findings
Profile of the Students. The majority of the Grade 9 students were aged
14 years old, and there were more females than males.

Academic Performance. The performance of the students based on their

average grade in Mathematics subject during the first and second quarter
showed that one of the four levels of proficiency, outstanding rank first with a
percentage of 38.69 , this was followed by very satisfactory with the percentage
of 36.50, rank third was satisfactory with the percentage of 20.44, and fairly
satisfactory with the percentage of 4.38 rank fourth. The mean performance was
87.7591% or very satisfactory.

Students’ Attitude in Learning Mathematics. It was found that the

dimension value of Mathematics as percieved by students got the heighest
composite mean of 2.88. Top one of the distributed questionnaires is: I want to
develop my mathematical skills with weighted mean of 2.99. The bottom one of
the distributed questionnaires is: I can consider numerous ways that I use math
outside of school with weighted mean of 2.77. Next was the dimension motivation
of students in Mathematics with the weighted mean of 2.80. Top one of the
distributed questionnaires is: I intend to take as much math as I can with
weighted mean of 2.83. The bottom one of the distributed questionnaires is: I will
take more than the required measure of mathematics with weighted mean of
2.76. Third in rank was the dimension Enjoyment with the weighted mean of
2.74. Top one of the distributed questionnaires is: I would want to complete a
task in Math than compose an exposition with weighted mean of 2.99. The
bottom one of the distributed questionnaires is: I am happier in a Mathematics
class than any other class with composite mean of 2.40. Self-confidence was
ranked last with the weighted mean of 2.50. Top one of the distributed
questionnaires is: I hope to do genuinely well in any Mathematics class I take
with weighted mean of 2.72. The bottom one of the distributed questionnaires is:
I learn mathematics easily with weighted mean of 2.31. The composite mean
yielded 2.73 or Agree which interpreted as Moderately Positive. The results
showed that the student’s attitude in learning Mathematics was Moderately
Positive.
Correlation between Students’ Attitude in Learning Mathematics and
Academic Performance. The data on this aspect were subjected to the Pearson
Product Moment of Correlation. It was established that there was an insignificant
correlation between students’ attitude in learning Mathematics and their
academic performance.
Relationship Between Students’ Age and their Attitudes in
Mathematics. The students’ age and academic performance were subjected to
Chi-Square test.
Through the computation of Chi-Square, it revealed that the Chi-Square
value when compared to the critical was found to be lower. This finding shows an
insignificant result which make the null hypothesis be accepted. Accordingly, the
results shows that there is an insignificant relationship between students’ age
 33

and attitudes in Mathematics. So, the students’ attitudes in Mathematics does not
depend on the students’ age.
Relationship Between Students’ Sex and their Attitudes in
Mathematics. It can be gleaned from the computation that the Chi-Square value
when compared to the critical value was found to be lower. This finding shows a
insignificant result which makes the null hypotheses accepted. These findings
show that there is a significant relationship between student’s sex and academic
performance. Hence, the result shows that there is an insignificant relationship
between students’ sex and students’ attitudes in Mathematics. Therefore, it
means that the students’ attitudes in Mathematics does not depend to their sex.
Relationship Between Students’ Sex and their Academic
Performance in Mathematics. It can be gleaned from the computation that the
Chi-Square value when compared to the critical value was found to be higher,
this manifested that the null hypotheses was bound to be rejected. These
findings show that there is a significant relationship between students’ sex and
their academic performance. It means that students’ academic performance
depends to their sex.
Relationship Between Students’ Age and their Academic
Performance in Mathematics. It is revealed from the computation that the Chi-
Square value when compared to the critical value was found to be higher, this
manifested that the null hypotheses was bound to be rejected. It means that
students’ academic performance depends to the students’ age.
Relationship Between Students’ Attitudes and their Academic
Performance in Mathematics. It can be observed from the computation that the
Chi-Square when compared to the critical value was found to be higher. These
findings show significant results which make the null hypotheses be rejected.
Therefore, there is significant relationship between students’ attitudes and their
academic performance in Mathematics. It means that students’ academic
performance depends to the attitudes of students in Mathematics subject.

CONCLUSIONS
Anchored on the findings, the following conclusions were arrived at:
1. The majority of the Grade 9 students were aged 14 years old. There were
more females than males.
2. The mean grade of Grade 9 students in Mathematics subject during the
first and second Quarter was 87.76.
3. Students have moderately positive attitudes in learning Mathematics. The
composite mean yielded 2.73 which is interpreted as Moderately Positive.
4. There is an insignificant degree of correlation between the student’s
attitude in learning Mathematics and their Academic Performance. This means
that their academic performance does not depend on their attitude.
5. There is an insignificant relationship between the students’ age and
attitudes in Mathematics. This indicates that students’ academic performance
does not depend on their age.
 34

6. There is an insignificant relationship between students’ sex and attitudes

in Mathematics. This indicates that students’ academic performance does not
depend on their sex.
7. There is a significant relationship between students’ sex and their
academic Performance in Mathematics. Therefore, it means that the students’
academic performance in Mathematics depends to their sex.
8. There is a significant relationship between students’ age and their
academic performance in Mathematics. Therefore, it means that the students’
academic performance in Mathematics depends on their age.
9. There is a significant relationship between students’ attitude and their
academic performance in Mathematics. This means that students’ academic
performance depends on their attitudes in Mathematics.

RECOMMENDATIONS
Based on the foregoing conclusion, the following recommendations are
offered:
1. To maintain a high grade in Mathematics, students must actively
participate in class discussions and activities. They must also set a time to study
Mathematics, this could involve problem-solving activities that they could use in
real life situations.
2. In the survey questionnaire, the dimension value of mathematics as
perceived by students got the highest composite mean. To maintain this attitude,
students must deepen their understanding about the relevance of mathematics to
the different aspects of life by indulging in activities that may foster their
knowledge and skills in the subject.
3. In the survey questionnaire, the dimension self-confidence got the
lowest composite mean. To improve this attitude, students must immerse
themselves in different mathematics-related activities to enhance their knowledge
and problem-solving skills.
4. Encourage participation from both genders during class discussions
and activities. Create a positive and inclusive classroom environment where all
students feel comfortable expressing their ideas.
5. Introduce the different concepts of mathematics through interactive
activities to students at the early age to help them develop a positive attitude
towards the subject.
6. Encourage a growth mindset. Teach students that their abilities can
improve with effort and practice. Emphasize that mistakes are opportunities for
learning
 35

Appendix D

Questionnaire
InstructionS. Please pit check mark (/) on the space provided and fill in the
blanks with the appropriate information rest assured that the observation
gathered is confidential.

I. PROFILE INFORMATION
Name: ______________________ Grade & section: ______

Sex: ___ Male

___ Female
Age:
___12 years old ___ 14 years old
___13 years old ___ 15 years old
___ 16 years old and above
1st Grading Math Grade: __________
Instruction: Please read each statement carefully and select the appropriate
response that best reflects your thoughts and feelings. Use the following scale to
rate each statement:
4 - Strongly Agree 2 - Strongly Disagree
3 - Agree 1 – Disagree

Enjoyment
INDICATORS 4 3 2 1
1. I have for the most part appreciated
considering math in school.
2. Mathematics is not dull and boring.
3. I like to take care new issues in
Mathematics.
4. I would want to complete a task in Math
than compose an exposition.
5. I like Mathematics.
6. I am happier in a Mathematics class than
any other class.
7. Mathematics is a fascinating subject.
8. I am open to communicating my thoughts
on the most proficient method to search for
answers for a troublesome issue in
Mathematics.
9. I am comfortable answering questions in
Mathematics class.
 36

Appendix D (Continued)
Self-confidence
INDICATORS 4 3 2 1
1. Mathematics is one of my favorite
subjects.
2. My brain can function clearly when I’m
working with Math.
3. Studying Mathematics makes me feel
excited.
4. I am comfortable with Mathematics.
5. Mathematics does not scare me at all.
6. I have a great deal of fearlessness with
the regards to Mathematics.
7. I am ready to take care of mathematic
issues without an excessive amount of
trouble.
8. I hope to do genuinely well in any
Mathematics class I take.
9. I learn mathematics easily.
10. I believe I am good at solving
mathematics problems.

Value of Mathematics as perceived by the students

INDICATORS 4 3 2 1
1. Mathematics is an extremely
advantageous and fundamental subject.
2. I want to develop my mathematical skills.
3. Mathematics builds up the psyche and
shows an individual to think.
4. Mathematics is essential in everyday life.
5. Mathematics is a standout amongst the
most important subjects to consider.
6. High school mathematics courses would
be beneficial no matter what I decide to
study.
7. I can consider numerous ways that I use
math outside of school.

Motivation of the students in Mathematics

INDICATORS 4 3 2 1
1. I am sure that I could learn propelled
mathematics.
2. I will take more than the required
measure of mathematics.
3. I intend to take as much math as I can.
Appendix E
 37

Student no. Grades Student No. Grades

1 84 42 93
2 87 43 94
3 87 44 94
4 96 45 96
5 94 46 96
6 82 47 94
7 87 48 96
8 87 49 92
9 88 50 91
10 86 51 94
11 82 52 94
12 83 53 95
13 86 54 92
14 83 55 94
15 85 56 96
16 82 57 98
17 86 58 92
18 88 59 94
19 82 60 95
20 81 61 96
21 86 62 94
22 86 63 93
23 87 64 90
24 89 65 90
25 84 66 83
26 85 67 87
27 96 68 89
28 86 69 90
29 82 70 90
30 83 71 90
31 88 72 82
32 83 73 82
33 89 74 83
34 92 75 86
 38

35 98 76 91
36 92 77 81
37 94 78 88
38 98 79 87
39 98 80 91
40 95 81 91
Academic Performance of Grade 9 in Mathematics

Appendix E (Continued)
Student No. Grades Student No. Grades
41 96 110 92
82 88 111 81
83 90 112 78
84 90 113 87
85 89 114 88
86 90 115 84
87 83 116 84
88 89 117 83
89 88 118 93
90 86 119 85
91 86 120 86
92 84 121 90
93 89 122 85
94 92 123 89
95 88 124 90
96 92 125 87
97 90 126 85
98 89 127 86
99 88 128 90
100 81 129 86
101 87 130 89
102 89 131 89
103 76 132 87
104 79 133 80
105 80 134 86
106 90 135 84
107 76 136 85
108 76 137 81
109 75 Mean 87.7591
 39

Appendix F
Correlation Between The Students’ Attitudes In Learning Mathematics And
Their Academic Performance
Attitudes in Academic
Student Learning Performance
xy
No. Mathematics
X Y
1 3.03 84 9.2081 7056 254.8966
2 3.34 87 11.1879 7482 289.3276
3 2.17 87 4.7194 7482 187.9138
4 3.21 96 10.2842 9120 306.2586
5 3.14 94 9.8466 8836 294.9655
6 3.38 82 11.4197 6724 277.1034
7 2.79 87 7.8014 7482 241.6034
8 2.62 87 6.8680 7482 226.6897
9 2.83 88 7.9952 7656 247.4138
10 1.38 86 1.9025 7310 117.9310
11 3.34 82 11.1879 6724 274.2759
12 2.76 83 7.6100 6806 227.5862
13 3.28 86 10.7313 7396 281.7241
14 3.03 83 9.2081 6806 250.3448
15 3.28 85 10.7313 7140 276.8103
16 2.97 82 8.7943 6724 243.1724
17 2.97 86 8.7943 7396 255.0345
18 2.76 88 7.6100 7744 242.7586
19 3.48 82 12.1296 6724 285.5862
20 3.79 81 14.3876 6480 305.3448
21 3.03 86 9.2081 7396 260.9655
22 2.90 86 8.3900 7396 249.1034
23 3.03 87 9.2081 7569 264.0000
24 3.03 89 9.2081 7832 268.5517
25 2.59 84 6.6885 7056 217.2414
26 2.52 85 6.3365 7225 213.9655
27 2.90 96 8.3900 9120 276.6207
28 2.72 86 7.4209 7396 234.2759
29 2.79 82 7.8014 6724 229.0345
30 2.21 83 4.8704 6806 182.0690
31 2.07 88 4.2806 7744 182.0690
32 2.62 83 6.8680 6806 216.2069
33 2.45 89 5.9941 7921 217.8966
34 3.59 92 12.8609 8464 329.9310
 40

35 3.76 98 14.1272 9506 366.4655

36 1.83 92 3.3401 8464 168.1379
37 1.86 94 3.4673 8742 174.1034
38 3.69 98 13.6136 9506 359.7414
39 2.93 98 8.5910 9506 285.7759

Appendix F (Continued)
Attitudes in Academic
Student Learning Performance
xy
No. Mathematics
X Y
40 2.45 95 5.9941 8930 231.3621
41 2.24 96 5.0238 9216 215.1724
42 1.79 93 3.2152 8556 165.8621
43 2.69 94 7.2342 8742 251.4828
44 2.41 94 5.8264 8742 225.6897
45 3.31 96 10.9584 9216 317.7931
46 3.24 96 10.5065 9216 311.1724
47 2.45 94 5.9941 8836 230.1379
48 2.62 96 6.8680 9120 250.2759
49 2.24 92 5.0238 8464 206.2069
50 2.24 91 5.0238 8190 202.8448
51 3.07 94 9.4185 8742 286.9483
52 2.31 94 5.3377 8742 216.0172
53 3.48 95 12.1296 8930 329.1207
54 3.31 92 10.9584 8464 304.5517
55 1.97 94 3.8633 8742 183.7759
56 2.17 96 4.7194 9120 207.4655
57 2.90 98 8.3900 9506 282.4138
58 2.86 92 8.1914 8464 263.3103
59 2.45 94 5.9941 8742 228.9138
60 2.14 95 4.5707 9025 203.1034
61 1.90 96 3.5969 9120 181.1207
62 1.83 94 3.3401 8836 171.7931
63 1.86 93 3.4673 8556 172.2414
64 3.38 90 11.4197 8100 304.1379
65 3.07 90 9.4185 8010 274.6724
66 3.31 83 10.9584 6889 274.7586
67 3.28 87 10.7313 7569 285.0000
68 2.72 89 7.4209 7921 242.4483
69 3.38 90 11.4197 8100 304.1379
70 2.10 90 4.4245 8100 189.3103
71 2.86 90 8.1914 8100 257.5862
72 2.93 82 8.5910 6642 238.8793
73 2.62 82 6.8680 6724 214.8966
74 2.66 83 7.0499 6806 219.0517
75 2.66 86 7.0499 7396 228.3448
76 3.55 91 12.6147 8190 321.4310
77 3.52 81 12.3710 6480 283.1379
 41

Appendix F (Continued)
Attitudes in Academic
Student Learning Performance
xy
No. Mathimatics
X Y
78 2.86 88 8.1914 7744 251.8621
79 2.03 87 4.1391 7569 177.0000
80 3.55 91 12.6147 8281 323.2069
81 2.62 91 6.8680 8281 238.4828
82 2.59 88 6.6885 7656 226.2931
83 2.38 90 5.6611 8100 214.1379
84 3.00 90 9.0000 8100 270.0000
85 1.72 89 2.9727 7832 152.5862
86 3.28 90 10.7313 8010 293.1897
87 2.62 83 6.8680 6806 216.2069
88 2.21 89 4.8704 7921 196.4138
89 2.62 88 6.8680 7656 229.3103
90 3.76 86 14.1272 7310 321.3621
91 2.59 86 6.6885 7310 221.1207
92 3.07 84 9.4185 7056 257.7931
93 3.52 89 12.3710 7921 313.0345
94 2.21 92 4.8704 8372 201.9310
95 3.00 88 9.0000 7656 262.5000
96 3.28 92 10.7313 8372 299.7414
97 2.03 90 4.1391 8100 183.1034
98 2.76 89 7.6100 7832 244.1379
99 3.31 88 10.9584 7744 291.3103
100 3.03 81 9.2081 6561 245.7931
101 2.21 87 4.8704 7569 192.0000
102 2.93 89 8.5910 7921 260.8621
103 3.10 76 9.6314 5700 234.3103
104 2.93 79 8.5910 6241 231.5517
105 2.76 80 7.6100 6400 220.6897
106 2.76 90 7.6100 8100 248.2759
107 2.07 76 4.2806 5700 156.2069
108 2.69 76 7.2342 5776 204.4138
109 2.69 75 7.2342 5625 201.7241
110 2.83 92 7.9952 8372 258.7241
111 2.41 81 5.8264 6480 194.3103
112 2.72 78 7.4209 6084 212.4828
113 3.00 87 9.0000 7482 259.5000
114 1.72 88 2.9727 7656 150.8621
115 2.52 84 6.3365 7056 211.4483
 42

Appendix F (Continued)
Attitudes in Academic
Student Learning Performance
xy
No. Mathematics
X Y
116 2.66 84 7.0499 6972 221.7069
117 2.86 83 8.1914 6806 236.1207
118 1.93 93 3.7289 8556 178.6207
119 2.14 85 4.5707 7225 181.7241
120 1.97 86 3.8633 7310 168.0517
121 1.83 90 3.3401 8010 163.5690
122 2.21 85 4.8704 7140 186.4828
123 2.79 89 7.8014 7832 247.1897
124 1.79 90 3.2152 8010 160.4828
125 2.45 87 5.9941 7569 213.0000
126 1.28 85 1.6278 7225 108.4483
127 2.00 86 4.0000 7396 172.0000
128 1.97 90 3.8633 8010 175.9138
129 1.76 86 3.0927 7310 150.3621
130 1.83 89 3.3401 7832 161.7414
131 2.86 89 8.1914 7921 254.7241
132 3.38 87 11.4197 7569 294.0000
133 3.03 80 9.2081 6400 242.7586
134 2.83 86 7.9952 7396 243.1724
135 2.41 84 5.8264 7056 202.7586
136 2.62 85 6.8680 7225 222.7586
137 2.62 81 6.8680 6480 210.9655
r =−0.06934
2
Critical value of x at 136 df and 0.05 level of significance = 1.656
Result: Insignificant
Η 0 : Accept
43