The Relationship between Students' Attitudes towards Mathematics and Academic Performance in the Subject
Notice bibliographique
Résumé
Mathematics performance has been a persistent challenge in educational systems worldwide, including the Philippines. Students’ poor performance in mathematics often stems from a combination of cognitive and attitudinal factors, with negative attitudes such as anxiety, lack of confidence, and disinterest significantly hindering engagement and achievement. This study investigated the relationship between students’ attitudes toward mathematics and their academic performance in the subject. This study focused on Paradise Embac National High School students during the academic year 2024–2025. This research employed a descriptive-correlational design to examine the correlation between the attitudes of students toward mathematics and their performance. This design enabled both attitudinal data and academic records to be gathered to ascertain any possible correlations. The participants of this research were approximately 100 high school students who were selected via stratified random sampling to provide representation from various year levels and academic tracks. This research is anchored on the Expectancy Value Theory by Victor Vroom (1964), which explains how students' motivation influences academic performance in mathematics. Addressing the persistent challenge of low mathematics achievement in the Philippines, particularly in Davao City, this research examined how attitudinal factors, including interest, confidence, anxiety, and perceived usefulness, correlated with performance and were grounded in Victor Vroom’s Expectancy Value Theory. A descriptive-correlational design was employed, involving 100 high school students from Paradise Embac National High School. Data were collected using the Attitude Towards Mathematics Inventory (ATMI) and students’ final mathematics grades. Findings indicated moderate overall attitudes toward mathematics, with high perceived usefulness but low interest, confidence, and elevated anxiety. A significant positive correlation (R = 0.990, p=0.000) was found between attitudes and academic performance. These results highlight the need to cultivate positive attitudes and reduce anxiety to improve mathematics achievement, contributing to educational development in the region. In conclusion, it indicates a complex and multi-dimensional picture of students' mathematical attitudes and their related levels of achievement. Although students have a medium attitude towards mathematics overall, the results demonstrate an unambiguous imbalance between the components of the attitudinal process. Students have a high perception of the utility of mathematics, meaning that they intellectually realise its applicability in everyday life, professional future, and global society.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,006 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,001 | 0,000 |
| Science ouverte | 0,000 | 0,001 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».