Interplaying Factors in Mathematics Academic Performance: Attitude, Self-Confidence and Learning Strategies
DOI:
https://doi.org/10.65339/ijsair.V2.I2.467Keywords:
Mathematics Performance, Attitude Toward Mathematics, Self-Confidence, Learning Strategies, Academic Achievement, Senior High School StudentsAbstract
This study examined the interrelated factors influencing students’ academic performance in mathematics in terms of attitude toward mathematics, self-confidence, and learning strategies. A descriptive-correlational research design was utilized involving forty-two Grade 12 students from a private secondary school in the Division of Misamis Occidental. Data were gathered using a researcher-made questionnaire containing indicators on attitude, self-confidence, and strategies in learning mathematics, while students’ academic performance was measured through their first-quarter mathematics grades. Results revealed that students generally demonstrated a positive attitude toward mathematics, were reasonably confident in learning the subject, and commonly employed learning strategies in mathematics. Findings further showed that attitude and self-confidence had significant relationships with students’ mathematics performance, suggesting that these factors contribute to enhanced academic achievement in mathematics. The study concludes that promoting positive attitudes and reinforcing students’ confidence are essential in improving mathematics learning and academic performance among senior high school students.
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