This quantitative correlational study investigated the relationship between attitudes toward mathematics and academic performance among 285 Senior High School students enrolled in General Mathematics at San Isidro National High School. Students’ attitudes were measured using an adapted version of the Fennema-Sherman Attitude Scales, while academic performance was assessed using first-semester grades. Results indicated a neutral overall attitude toward mathematics (M = 3.26) and a very satisfactory academic performance (M = 86.73). Pearson’s correlation analysis revealed a statistically significant, weak positive correlation between attitude and performance, r (283) = .18, p < .01. These findings suggest that although the correlation is weak, a positive attitude toward mathematics may contribute to improved academic outcomes. The study highlights the importance of fostering positive perceptions of mathematics through engaging instruction, real-world applications, and strategies that address math anxiety and promote a growth mindset.
Nordito S. Quimbo (Wed,) studied this question.
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