Attitudinal factors and mathematical learning ability

Sherlina  A. Agcopra,

Attitudinal factors and mathematical learning ability

Abstract:

The study investigates the factors that influence the mathematical learning ability of the second year students of Davao City National High School (DCNHS) during the school year 2007-2008. A

descriptive-comparative-correlational design was used to determining the level of the students’ mathematical learning ability and the levels of attitudes in terms of confidence, interest, anxiety and motivation. Modified survey questionnaires were employed to determine the correlation between attitudinal factors and mathematical learning ability.

There were 325 second year DCNHD students, 20 second year math teachers and 65 parents of second year students who were purposely chosen to participate in the study.

Findings show poor to below average mathematical learning ability of the students, but the level of attitudes in teaching math of second year math teachers and the level of attitudes of parents in support of the students are positively high.

Pearson product-moment correlation show that there is no significant relationship between the mathematical learning ability of the students and the level of attitudes of teachers in teaching math; and that of attitudes of parents in support of the learning of the students. There is, however, a significant relationship between the mathematical learning ability of students and students’ attitudes in learning the subject in terms of confidence, interest, anxiety and motivation. There is also a significant but negligible relationship on mathematical learning ability of students and their similarities and variations of attitudes in terms of confidence, interest, anxiety and motivation.