Attitudes, Study Habits, and Academic Performance of Junior High School Students in Mathematics

Abstract

Mathematics as a discipline is considered as one of the most difficult subjects among Filipino learners. This study was conducted in a public national high school in the Mandaue City Division, Cebu, Philippines. The respondents were the 177 Grade 9 students enrolled in mathematics. These respondents were selected using probability random sampling. They were asked to answer a standardized survey questionnaire to assess their attitudes and study habits. The tool is consists of three parts. Part 1 gathers the socio-demographic profile of the respondents. Part 2 assesses the attitudes of the respondents towards mathematics, while Part 3 was used to assess the study habits of the respondents. Furthermore, their academic performance in mathematics was measured based on their first quarter grade, which was retrieved from the Registrar's Office. The study revealed that those respondents had positive attitudes towards mathematics in terms of its value while they had a neutral attitude when it comes to their self-confidence, enjoyment, and motivation in mathematics. Also, the study shows that there was a negligible positive correlation between the attitudes and academic performance of the respondents in terms of their selfconfidence, 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. The researchers strongly recommend the utilization of the enhancement plan in the teaching of mathematics to junior high school students.

The Relationship of Affective Factors in Mathematics Learning Amid Pandemic Covid-19

“…This positive attitude creates a positive emotion in students towards mathematics subject, eventually influence their willingness to put effort in any mathematical tasks and perform their level best in mathematics quizzes, tests, or examinations. This correlation is consistent with numerous studies such as Andamon and Tan (2018); Capinding (2021); Capuno et al (2019) that strongly emphasized on positive attitude will increase motivation in students and influence their willingness towards the subject. Students become more confident in dealing with any mathematical tasks or solving any mathematics problems.…”

“…Kiss (2018) stated that the cognitive component refers to an individual's belief or knowledge about mathematics, the affective component involves feelings about mathematics and the behavior component refers to influence of attitude on how people react. Capuno et al (2019) added that attitudes can be changed as it develops through experience, it is not through inheritance. This is aligned with Syyeda (2016) that mentioned about attitudes can be changed and developed over time.…”

Factors Explaining Business Student Attitudes Towards Mathematics: Does Gender Still Matter?

“…Several studies have demonstrated a positive correlation between student attitudes towards mathematics and performance in mathematics (Capuno et al, 2019;Elliot et al, 2001;García et al, 2016;Geesa et al, 2019;Guy et al, 2015;Lipnevich et al, 2016). There is a correlation between attitudes towards mathematics and mathematical performance (Ajisuksmo & Saputri, 2017;Frenzel et al, 2007;Opstad, 2018).…”

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“…On the contrary, the increased number of 29.7% within the "Good" level in the posttest from its zero percent (0%) initial rating during the pretest is fundamentally traced from the students' studying the lesson ahead of time since the same was already given to them earlier as assignment. This condition is support by a specific research which accounted that with the kind of study habits that the student have, it can be seen as one of the reasons for their satisfactory performance in mathematics (Capuno et al, 2019). Hence, even if there was only one kind of pyramid that was exhibited, they already knew then that a pyramid could not only have a square or triangle as its base.…”