Learning Attitudes and Academic Performance in General Mathematics of Grade 11 Students

Genalyn  C. Perez,; Penny  V. Sanchez,

Learning Attitudes and Academic Performance in General Mathematics of Grade 11 Students

Abstract:

Student’s learning attitude and academic performance towards General Mathematics is affected by a number of influences, including students’ attitude towards the subject, and learning environment. This study was conducted to investigate students’ learning attitude and academic performance towards General Mathematics in one of the Catholic Private Institutions in Negros Occidental. The study used the Descriptive-Correlational Research Design. The respondents were the 176 Grade 11 students. The research utilized the Modified Fennema-Sherman Mathematics Attitude Scales that consist of four subscales; Attitude Towards Success in Mathematics; Mathematics Usefulness; Mathematics as a Male Domain; and Confidence in Learning Mathematics. The study revealed that the learning attitudes of students in terms of sex and strand was moderately high positive. The academic performance of students was satisfactory. There was no significant difference in the learning attitudes according to sex while the strand had significant difference in the learning attitudes in terms of among the three subscales namely: Attitude Towards Success in Mathematics, Mathematics Usefulness, and Confidence in Learning Mathematics while the learning attitude in Mathematics as a Male Domain was found not significant. A significant difference was discovered in the academic performance of Grade 11 students when grouped according to sex and strand. A significant relationship was found between the learning attitude in Confidence in Learning Mathematics and academic performance. This implies the importance of developing a positive attitude towards math education. If students feel confident in their abilities to learn and succeed in math, they are more likely to engage with the subject, persist in the face of challenges, and ultimately achieve better academic performance. Therefore, it would be beneficial to use more creative teaching strategies and create a strategic growth plan that focuses on managing students' interest in mathematics through extracurricular activities.

References:

Ocampo, R. O. (2022). Improving the academic performance and attitude towards mathematics using jig saw strategy in remote learning. Asian Journal of Education and Social Studies, 29(2), 46–55. https://doi.org/10.9734/ajess/2022/v29i230696
OECD. (2004). Student learning: Attitudes, engagement and strategies. Learning for Tomorrow’s World – First Results from PISA 2003, 109–158. chromeextension://mhnlakgilnojmhinhkckjpncpbhabphi/pages/pdf/web/viewer.html?file= https%3A%2F%2Fwww.oecd.org%2Feducation%2Fschool
2Fprogrammeforinternationalstudentassessmentpisa%2F33918006.pdf.
Paricahua Peralta, J. N. ., Estrada Araoz, E. G. ., Zevallos Pollito, P. A. ., Velásquez Giersch, L. ., Arellano Mestanza, F. ., Meza Orue, L. A. ., Quispe Aquise, J. ., & Ulloa Gallardo, N. J. . (2023). Affective bond and attitude towards mathematics in university students of the Peruvian Amazon. AVFT – Archivos Venezolanos De Farmacología Y Terapéutica, 41(8). http://saber.ucv.ve/ojs/index.php/rev_aavft/article/view/25927
Peteros, E., Columna, D., Etcuban, J. O., Almerino, Jr., P., & Almerino, J. G. (2019). Attitude and academic achievement of high school students in mathematics under the conditional cash transfer program. International Electronic Journal of Mathematics Education, 14(3), 583–597. https://doi.org/10.29333/iejme/5770
Rodríguez, S., Regueiro, B., Piñeiro, I., Estévez, I., & Valle, A. (2020). Gender differences in mathematics motivation: Differential effects on performance in primary education. Frontiers in Psychology, 10(January), 1–8. https://doi.org/10.3389/fpsyg.2019.03050
Sharma, R. (2019). 1. Preparing Research Design 2. Quantitative Research Design. https%3A%2F%2Faiimsrishikesh.edu.in%2Fnewwebsite%2Fwp-content%2Fuploads%2F2019%2F01%2FQUANTITATIVE-RESEARCH-DESIGN_Dr-Rakesh.pdf
Shrotryia, V. K., & Dhanda, U. (2019). Content validity of assessment instrument for employee engagement. SAGE Open, 9(1). https://doi.org/10.1177/2158244018821751
Siqueira, M. S. S., Nascimento, P. O., & Freire, A. P. (2022). Reporting behaviour of people with disabilities in relation to the lack of accessibility on government websites: Analysis in the light of the theory of planned behaviour. Disability, CBR and Inclusive Development, 33(1), 52–68. https://doi.org/10.47985/dcidj.475
Syaiful, S., Kamid, K., Kurniawan, D. A., & Rivani, P. A. (2021). The impact of students’ learning interest on students’ process skill in mathematics. Journal of Education Research and Evaluation, 5(4), 558-567. https://ejournal.undiksha.ac.id/index.php/JERE/article/view/37183
Wang, H., Li, J., Mangmeechai, A., & Su, J. (2021). Linking perceived policy effectiveness and proenvironmental behavior: The influence of attitude, implementation intention, and knowledge. International Journal of Environmental Research and Public Health, 18(6), 1–17. https://doi.org/10.3390/ijerph18062910