Perceptions of Mathematics and Its Effect on Learning Effectiveness Among Senior High Students in Atok District, Atok, Benguet

Abstract

This study examined the perceptions of Senior High School students toward Mathematics and their effect on learning effectiveness in Atok District, Benguet. Anchored on the premise that students’ perceptions and attitudes toward mathematics influence engagement, motivation, and learning outcomes, the study also considered the roles of parental support, teaching methods, instructional materials, learning environment, and health conditions in shaping mathematics learning experiences. A quantitative descriptive-correlational research design was employed. Data were collected from 103 Senior High School students enrolled in selected public secondary schools during School Year 2025–2026 through a validated researcher-made questionnaire utilizing a Likert scale. Frequency counts, percentages, weighted mean, ranking, and correlation analysis or chi-square test were used to analyze the data. Findings revealed that respondents generally demonstrated a positive attitude toward Mathematics, obtaining an overall weighted mean of 3.11, interpreted as “Moderately Agree.” Students expressed a strong desire to acquire further mathematical knowledge despite recognizing the subject as challenging. Among the factors examined, teaching materials and teaching methods were identified as the most influential, while health condition was the least influential. Common problems encountered in mathematics learning included excessive academic workload, carelessness in computations, difficulties catching up with lessons after absences, and weak foundational mathematical knowledge. The analysis further showed no statistically significant relationship between students’ attitudes toward Mathematics and their gender, age, or parents’ educational attainment. The study concludes that positive attitudes toward Mathematics can be sustained through effective instructional strategies and quality learning resources. It recommends the continued use of engaging teaching practices, adequate instructional materials, academic support programs, and strengthened parental involvement to enhance students’ learning experiences and achievement in Mathematics. This study supports Sustainable Development Goal (SDG) 4: Quality Education by identifying factors that influence mathematics learning effectiveness and student achievement. It also relates to SDG 8: Decent Work and Economic Growth through the development of mathematical competencies essential for future employment and STEM-related opportunities. The sustainability impact of the study lies in its contribution to educational sustainability by providing evidence that can guide instructional improvement, learner support programs, and resource allocation. Its findings may also support long-term socio-economic development by strengthening students’ mathematical competencies and academic preparedness.