Attitudinal Factors Affecting Students’ Mathematical Performance Towards Corrective Actions

Abstract

Attitudinal factors comprise values, beliefs, attitudes, and norms that influence an individual's predisposition to behave in an environmentally significant manner, as well as their actual behavior. These factors include self-confidence, interest, and motivation. Many students are considered underachievers in mathematics. Although they possess average or above-average intelligence, their actual performance in mathematics does not align with their intellectual capabilities.

This study seeks to uncover the attitudinal factors that contribute to underachievement in mathematics. A quantitative research design, utilizing the descriptive method, was used to determine the effect of attitudinal factors on the mathematical performance of Grade 10 students. The respondents of this study are 60 Grade 10 students from San Gregorio Integrated School, San Gregorio, Laurel, Batangas. Total population sampling was employed in selecting the respondents. The researcher employed a self-made questionnaire to assess students' attitudes toward mathematics, with their performance level determined by their final grades for the 2023-2024 school year. Using a Likert scale, the responses of Grade 10 students were analyzed to understand the effect of these attitudinal factors on their mathematics performance. A one-sample test identified the students' attitudes and performance levels, while linear regression analysis examined how these attitudes influenced their overall performance in mathematics.

Results showed that the students of San Gregorio Integrated School exhibited a high extent of attitudinal factors in terms of interest and motivation, and a moderate extent in terms of self-confidence. The students' performance in mathematics was at a strongly satisfactory level. Self-confidence and interest significantly affected students' performance in mathematics, while motivation did not.

The study concludes that attitudinal factors significantly affect students’ performance in mathematics. It is recommended that enhancing these factors can help improve students' performance in mathematics.

            The study also recommended the proposed corrective actions that will use of mathematics teachers like using a "no wrong answers" approach, creating a safe space where students feel comfortable answering without fear of judgment, Connect math to real-life applications, provide a variety of practice resources, create and distribute a range of engaging supplemental materials, such as worksheets, online resources, and math games, to encourage students to practice extra problems at their own pace. These are examples that will help the teachers and students to enhance their performance in mathematics.