International Journal of Scientific and Research Publications, Volume 10, Issue 5, May 2020 211

ISSN 2250-3153

Comparative Analysis of Mathematics Proficiency and

Attitudes Toward Mathematics of Senior High School
Student
Adonis Fulgar Cerbito

Dr. Carlos S. Lanting College, Philippines

DOI: 10.29322/IJSRP.10.05.2020.p10125
http://dx.doi.org/10.29322/IJSRP.10.05.2020.p10125

Abstract- There have been a number of studies investigating how are learners that can be performed independently, learners that can
attitudes such as confidence and motivation affect students and be performed with assistance and learners that cannot be
their academic achievement. This study assessed the attitudes performed even with assistance.
towards Mathematics and proficiency in Mathematics of Senior Research has established the importance of attitudes
High School Students across different strands. The respondents of towards Mathematics in achievement (Tapia & Marsh, 2005). For
the study were 868 grade 11 senior high students of Science, instance, Langat (2015), conducted a study in Kenya and found
Technology, Engineering and Mathematics (STEM), Pre- that most of the students had positive attitudes towards
baccalaureate Maritime (Maritime), Accountancy, Business and mathematics. Similarly, Peteros, et al (2019) concluded that
Management (ABM), Humanities and Social Sciences (HUMSS), students’ attitudes towards mathematics have a more significant
and Technical Vocation and Livelihood (TVL) strands. It aimed impact on affecting the students’ academic achievement. In
to ascertain the selected SHS students’ level of Mathematics another study conducted by Simegn and Asfaw (2017) in Ethiopia
proficiency and their attitudes towards Mathematics. The involving grade 10 and 12 students. They established that in both
Attitudes’ Toward Mathematics Inventory (ATMI) was used to grade levels, there is no significant difference between genders
measure and determine the students’ attitudes in terms of value, where shown in their attitudes toward mathematics, however,
enjoyment, motivation, and self-confidence. Mathematics female students showed a greater decline in attitudes in terms of
proficiency was based on the core subject, General Mathematics, grade level. They concluded that the enhancement of students’
the content was functions and graph. The two variables were positive attitude can boost students’ performance in mathematics,
correlated across different strands. To gather the data an Attitude in particular female students. In a more recent study, Capuno,
Towards Mathematics Inventory (ATMI) and a teacher-made test Necesario, et al (2019) conducted in a public national high school
were used. ATMI scores indicated that they valued mathematics, in Mandaue City Division, Cebu, Philippines. Their study revealed
but their scores for Self-Confidence, Enjoyment, and Motivation that students had positive attitudes toward mathematics in terms
were somewhat negative in attitudes. As a whole, students’ across of value and neutral attitude in self-confidence, enjoyment, and
strands showed a negative attitudes towards mathematics. The motivation in mathematics. The study also established that there is
results indicated that there is a significant relationship between an overall negligible positive correlation between attitudes and
attitudes towards mathematics and proficiency in mathematics. academic performance in mathematics.
These findings indicate that teacher educators should be aware of It is generally believed that student’s attitude towards
Senior High School students across different strands’ attitudes and Mathematics as a subject determines their success in the said
seek to improve them in order to positively influence students’ subject. In other words, favourable attitudes results to a good
proficiency in mathematics. achievement in the study of Mathematic. Attitudes influence
success and persistence in the study of Mathematics. Self-
Index Terms- ATMI, Attitudes, Values, Proficiency in confidence is a good predictor of success in Mathematics. A
Mathematics, Mathematics students’ constant failure in the study of Mathematics can make
him/her believe that he can never do well and thus accepting
defeat. On the other hand, successful experienced can make a
I. INTRODUCTION student develop a positive attitude towards Mathematics. While
ttitude as a concept is concerned with an individuals’ way of such preliminary evidence from attitudinal research is informative,
A thinking, acting and behaving. It has a very serious
implication for the learner, the teacher, the immediate social group
a little or none is known about grades 11 and 12 students because
most of the local researches have been concerned primarily with k
and the entire school system (Mensah, et Al, 2013). Attitudes may to 10 and college.
affect behaviour that influences what the learner selects from the Senior high school curriculum is intended to prepare
environment, how he/she will react towards teachers, towards the students to enter into college/university or to work in the industry
material being used and towards other students. As Vygotsky or be an entrepreneur. Last June 2016, the first batch of students
(1978) argues that, learners thinking and problem-solving ability entered SHS and each of them to choose on strand to master, These
include Science, Technology, Engineering and Mathematics
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International Journal of Scientific and Research Publications, Volume 10, Issue 5, May 2020 212
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(STEM); Accountancy, Business and Management (ABM); Based on the research questions that will mainly investigate the
Humanities and Social Sciences (HUMSS); General Academic correlation between attitudes and proficiency, this research is
Strand (GAS); and Technical Vocational Livelihood (TVL). There classified into descriptive research with correlation method. This
are 15 core subjects that all SHS students will take; one of these study used explanatory design since this study will just investigate
core subjects is General Mathematics. (Department of Education, in the extent to which two variables (or more) co-vary, that is
2012). where changes in one variable are reflected in changes in the other.
After teaching for two years as a part-time senior high The group of students who took part of this study are all enrolled
school teacher, the biggest frustration that the researcher grade 11 senior high school student across different strand offered
encountered as an educator is that senior high school students in Dr. Carlos S. Lanting College for the first quarter of the first
across different strands tend to have little interest in Mathematics semester of the academic year 2018-19.
and could hardly see its relevance in their lives. Despite every In this study, the researcher used purposive sampling
effort every Mathematics teachers do to make their classrooms technique to obtain the sample. The average age of these students
interactive, applicable and discovery-based, students still find is typically between 15 to 17 years old and this corresponds to age
Mathematics a very difficult subject with their very being. Even bracket entering senior high school in the K-12 program of the
some bright students saw no purpose in it and had no desire to dig Department of Education. The questionnaires was distributed to
deeper. Although mathematical skills are an essential part of adult all Mathematics teachers and administered to all morning sections
life, many students entered senior high school without such skills. and present during the administration of the survey, only 868 out
The purpose of the study was to determine the relationship of 1,057 or 82.12 percent of the total population.
between attitudes towards Mathematics of Dr. Carlos S. Lanting The instruments used were Attitudes toward Mathematics
College Senior High School students and their proficiency in Inventory and a Teacher-Made Test. The Attitudes toward
Mathematics. Specifically, the study answered the following Mathematics Inventory (ATMI) (Tapia & Marsh, 2004) consists
questions: of 40 questions that measure four factors affecting student attitude.
1. What is the proficiency level in Mathematics of The subscales were: self-confidence (15 items), value of
Senior High School (SHS) students from different Mathematics (10 items), enjoyment of Mathematics (10 items),
strands? and motivation (5 items). As cited by Kalder and Lesik (2011), the
2. Is there a significant difference in the Mathematics responses to the survey were measured on a 5 point liker scale:
proficiency of SHS students when grouped Strongly Agree (5), Agree (4), Neutral (3), Disagree (2) and
according to strands? Strongly Disagree (1) and coded as interval data such that a “1”
3. What are the attitudes of SHS students towards the represents more negative attitudes, whereas “5” represents a more
learning of Mathematics from different strands? positive attitude. This allowed for descriptive measures such as
4. Is there a significant difference that exists in the mean score to be determined for multiple questions that were used
attitudes toward the learning of Mathematics of the in 4 categories (Kelley, 1999). “Neutral” response was taken a
senior high school students when grouped according negative attitude. According to Chimi and Russell (2009), the
to strands? respondents are knowledgeable about the subject matter (in this
5. Is there a significant relationship that exists between case, the attitude toward mathematics) and has a basis upon to
the students’ attitudes towards the learning of which to form a response, the respondent is not neutral on the
Mathematics and proficiency in Mathematics? matter, simply does not care about the subject of the study. The
The following null hypotheses were tested in the study: researcher used the teacher made test to measure the proficiency
Ho: There is no significant difference in the Mathematics in Mathematics of the senior high school student- participants.
proficiency of the SHS students when grouped according to The data gathered from the first quarter teacher-made test and the
strands. ATMI as instruments was treated statistically. Primarily, the
Ho: There is no significant difference in the attitudes toward researcher utilized the software SPSS version 23 using the
Mathematics of the SHS student when grouped according to following certain statistics.
strands.
Ho: There is no significant relationship between the attitude
toward Mathematics in terms of value, enjoyment, motivation, & III. RESULTS
self-confidence and Mathematics proficiency of SHS students? In this study, the proficiency level aspect was established
by determining the mean score of the senior high school strands:
STEM, ABM, MARITIME, HUMSS and TVL. The mean score
II. METHODS values were interpreted based on DepEd Order No. 73, s.2012
The main purpose of this research is to investigate whether “Guidelines on the Assessment and Rating of Learning Outcomes
there is correlation between attitudes towards Mathematics and Under the K to 12 Basic Education Curriculum”.
proficiency in Mathematics across different strand of grade 11
senior high school student of Dr. Carlos S. Lanting College. This
study is a descriptive correlational method.

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Table 1: Proficiency Level in Mathematics across Different Strands

Strands N Mean SD Proficiency Level

STEM 146 29.33 4.32 Advance
MARITIME 67 23.18 6.50 Proficient
ABM 268 26.54 5.71 Proficient
HUMSS 221 24.48 6.76 Proficient
TVL 166 22.05 6.31 Proficient
OVER-ALL 868 25.37 6.43 Proficient
Legend: Average Score Descriptive Rating
30.50 – 35.00 Advance
26.50 – 30.49 Proficient
23.50 – 26.49 Approaching proficiency
20.50 – 23.49 Developing
0 – 20.49 Beginning

As indicated in Table 1, the overall mean of 25.37 with MARITIME (M=23.18, SD=6.50) and TVL (M=22.05, SD=6.32)
standard deviation of 6.43 indicated that the senior high school strand indicated a proficient level in Mathematics.
students of Dr. Carlos Lanting College were of proficient level in To examine whether there exist any differences in the proficiency
Mathematics and the students of STEM strand had the highest level in Mathematics across senior high school strands, one way
mean score (M=29.33, SD=4.32), indicated an advance ANOVA was conducted.
proficiency level in Mathematics, while students from ABM
(M=26.54, SD=5.71), HUMSS (M=24.48, SD=6.76),

Table 2: Test of Difference in the Respondents’ Proficiency in Mathematics Across different Strands

Source of Variation SS df MS F-value p-value

Between Groups 4988.24 4 1247.06
Within Groups 30801.26 863 35.69 34.941 0.000*
Total 35789.50 867
*Significant at p-value of <0.05-0.01; very significant at p-value of < 0.01.

Table 3: Post Hoc Test Results

Mean
(Senior High School Strand) Std. Error Sig.
Difference

STEM vs. MARITIME 6.150* .882 .000

ABM 2.784* .615 .000
HUMSS 4.854* .637 .000
TVL 7.281* .678 .000
Prebacc MARITIME ABM -3.366* .816 .002
vs. HUMSS -1.296 .833 .659
TVL 1.131 .865 .789
ABM vs. HUMSS 2.070* .543 .005
TVL 4.497* .543 .000
HUMSS vs. TVL 2.427* .614 .004
*Significant at p-value of <0.05-0.01; very significant at p-value of < 0.01.

The results in Table 2 show a very significant differences strand where proficiently advance in Mathematics than ABM
on the proficiency level of the students across SHS strands F(4, (M=26.54, SD=5.71), HUMSS (M=24.48, SD=6.76),
683)=34.941, p-value=0.000. Post hoc analysis using the Scheffe MARITIME (M=23.18, SD=6.50) and TVL (M=22.05, SD=6.32)
post hoc criterion for significance showed in Table 3 that STEM strands.
vs. MARITIME, STEM vs. ABM, STEM vs. HUMSS and STEM It can also be noted in Table 3, the post hoc test that ABM
vs. TVL are very significant proficiency level at p-value<0.01 vs. Maritime, ABM vs. HUMSS, and ABM vs. TVL are very
indicating that the respondents’ of STEM (M=29.33, SD=4.32) significant at p-value<0.01. This means that ABM (M=26.54,

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SD=5.71) is more proficient in Mathematics than HUMSS belief that one’s self is good or bad in Mathematics”, value or “a
(M=24.48, SD=6.76), MARITIME (M=23.18, SD=6.50) and TVL belief that Mathematics is useful or useless”, enjoyment or “liking
(M=22.05, SD=6.32) strands. or disliking of Mathematics” and motivation or “a tendency to
On the other hand, MARITIME vs. HUMSS and engage or avoid Mathematics.” It shows that the mean score of
MARITIME vs. TVL had no significant difference in their STEM (M=3.08) is greater than the mean score of MARITIME
proficiency level at p-value>0.05 (M=3.06), ABM (M=3.16), HUMSS (M=2.89), and TVL
The Table 4 show the respondents’ descriptive statistics for (M=2.95) but across strands the means scores are less than 3.50.
attitudes towards Mathematics in terms of self-confidence or “a

Table 4: Descriptive of Attitudes of the Respondents toward Mathematics across Different Strands

STEM MARITIME ABM HUMSS TVL OVER-ALL

Self Confidence 3.08 3.06 3.16 2.89 2.95 3.03
Value 4.11 3.43 3.93 3.62 3.73 3.80
Enjoyment 3.37 3.10 3.33 2.99 3.19 3.20
Motivation 3.34 3.20 3.32 3.02 3.21 3.22
OVER-ALL ATTITUDE 3.44 3.18 3.41 3.11 3.24 3.29
Legend: Mean Scale Description
1.0-3.49 Negative attitude
3.5-5.00 Positive attitude

Table 4 also shows the weighted mean of the (M=3.20), and HUMSS (M=3.02) are all below the required
respondents’ attitudes towards Mathematics as to value. It can be average of 3.50. Implies a negative attitude towards Mathematics,
note from table 6 that across strands, STEM (M=4.12) got the indicating that students’ across strands were not motivated and
highest rank, ABM (M=3.93) ranked second, next are TVL willing to engage themselves in doing Mathematics.
(M=3.73) and HUMSS (M=3.62). Which implies that students’ Generally, the students have a negative attitudes towards
from STEM, ABM, TVL, and HUMSS strands had a positive Mathematics as evidenced by the over-all average weighted mean
attitude towards Mathematics and highly believes in the usefulness of 3.29. Among the attitudes, the students were found to have a
of Mathematics. Prebacc-MARITIME (M=3.43) strand got the positive attitude in the value of Mathematics (M=3.80) but were
lowest rank, implying that although technically a part of the STEM negative in all other dimensions of attitudes, self-confidence
strand, it is unlikely that the students’ from these strand believe (M=3.03), enjoyment (M=3.20) and motivation (M=3.22).
that Mathematics is useless. The following table’s shows the data related to test of significant
Table 4 reveals that the average weighted mean across difference on the attitudes towards Mathematics across different
strands are below the required average of 3.50. STEM (M=3.37), strands in terms of the following variables: self-confidence, value,
ABM (M=3.33), next is TVL (M=3.19), Prebacc-MARITIME enjoyment, motivation, and overall attitudes towards mathematics.
(M=3.10) and HUMSS (M=2.99). Implies that students across As presented in table 5, there was a significant difference in the
strands, including STEM, disliking or not enjoyed doing attitudes of respondents in Mathematics as to self-confidence
Mathematics. across different strands, F(4,863)=7.452, p-value=0.00.
As seen in table 4, the average weighted mean of STEM
(M=3.34), ABM (M=3.32), TVL (M=3.21), Prebacc-MARITIME

Table 5: Test of Difference in the Attitudes of Respondents in Mathematics As to Self-confidence across different strands

Source of Variation SS df MS F p-value

Between Groups 9.921 4 2.480
Within Groups 287.225 863 .333 7.452 0.000
Total 297.146 867
*Significant at p-value of <0.05-0.01; very significant at p-value of < 0.01

Table 6: Post Hoc Test Results

Mean
(Senior High School Strand) Difference Std. Error p-value
STEM vs. MARITIME .02220 .08513 .999
ABM -.07631 .05934 .799
HUMSS .18760 .06153 .055

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TVL .12931 .06546 .420

MARITIME vs. ABM -.09851 .07880 .815
HUMSS .16540 .08046 .377
TVL .10711 .08350 .801
ABM vs. HUMSS .26391* .05242 .000
TVL .20562* .05698 .012
HUMSS vs. TVL -.05829 .05925 .915
*Significant at p-value of <0.05-0.01; very significant at p-value of < 0.01

has self-confidence in Mathematics between the respondents from

It can be noted in the post hoc analyses using Scheffe post HUMSS and TVL Strand.
hoc criterion for significance, presented in table 6, that ABM vs. As presented in table 7, there was a significant difference
HUMSS and ABM vs. TVL has a significant difference across the in the attitudes of respondents in Mathematics on to value across
five strands, with a computed p-values of 0.000 and 0.012, different strands, F(4,863)=18.592,p-value=0.00, the null
respectively. This means that the respondents from ABM strand hypothesis is rejected.

Table 7: Test of Difference in the Attitudes of Respondents in Mathematics As to Value across different strands

Source of Variation SS df MS F-value p-value

Between Groups 35.262 4 8.816
Within Groups 409.197 863 .474 18.592 0.00
Total 444.459 867
*Significant at p-value of <0.05-0.01; very significant at p-value of < 0.01

Table 8: Post Hoc Test Results

Mean
(Senior High School Strand) Difference Std. Error p-value
STEM vs. MARITIME .67607* .10161 .000
ABM .18167 .07083 .161
HUMSS .48854* .07344 .000
TVL .37999* .07813 .000
MARITIME vs. ABM -.49440* .09405 .000
HUMSS -.18753 .09603 .432
TVL -.29608 .09967 .067
ABM vs. HUMSS .30688* .06257 .000
TVL 0.19832 .06801 .076
HUMSS vs. TVL -.10855 .07072 .671
*Significant at p-value of <0.05-0.01; very significant at p-value of < 0.01

STEM. It can be noted, in table 8, in the post hoc analysis computed p-value less than 0.05 for ABM (p-value=0.000) and vs.
using the Scheffe post hoc criterion for significance that STEM vs. MARITME (p-value=0.000) and for ABM vs. HUMSS (p-
MARITIME, STEM vs. HUMSS and STEM vs. TVL has a value=0.00). This means that the respondents from ABM strand
significant difference across the five strands. STEM vs. Maritime, value Mathematics than the respondents from MARITIME and
HUMSS, and TVL had a mean difference of 0.67607, 0.48854, HUMSS.
and 0.37999, respectively, thus the null hypothesis is rejected. In addition, STEM vs. ABM has no significant in the five
This means that the respondents from the STEM strand value strands p-value=0.161, the null hypothesis is not rejected.
Mathematics than the respondents of the MARITIME, HUMSS It can be gleaned in table 9 that there is a significant
and TVL strands. difference in the attitudes of respondents in Mathematics on to
ABM. In can also be noted in the post hoc test, as enjoyment across different strands. At significant level of 0.05 and
presented in table 8, that ABM vs. MARITIME and ABM vs. F(4,863)=12.174, p-value=0.000, the null hypothesis is rejected.
HUMSS has a significant differences among other strand. With a

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Table 9: Test of Difference in the Attitudes of Respondents in Mathematics As to Enjoyment across different Strands

Source of Variation SS df MS F-value p-value

Between Groups 18.921 4 4.730
Within Groups 335.327 863 0.389 12.174 0.000
Total 354.248 867
*Significant at p-value of <0.05-0.01; very significant at p-value of < 0.01

Table 10: Post Hoc Test Results

(Senior High School Strand) Mean Std. Error Sig.

Difference
STEM vs. MARITIME .2678 .09198 .077
ABM .0406 .06412 .982
HUMSS .3782* .06648 .000
TVL .1811 .07073 .162
MARITIME vs. ABM -.2272 .08514 .131
HUMSS .1104 .08693 .806
TVL -.0867 .09022 .921
ABM vs. HUMSS .3377* .05664 .000
TVL .1405 .06157 .268
HUMSS vs. TVL -.1972 .06402 .051
*Significant at p-value of <0.05-0.01; very significant at p-value of < 0.01

ABM. Also, it can be noted that ABM vs. HUMSS has a

Table 10 shows the post hoc analyses using the Scheffe post significant difference across five strands with a mean difference
hoc criterion for significance. of 0.3377 and a p-value=0.000. This means that the respondents
STEM. It can be noted in the post hoc test that STEM vs. from STEM and ABM strand has enjoyed Mathematics between
HUMSS has a significant difference across the five strands, with the respondents from HUMSS Strand.
a mean difference of 0.3782 and a p-value=0.00, the null As presented in table 11, there was a significant difference
hypothesis is rejected. This means that the respondents from in the attitudes of respondents in Mathematics on to motivation
STEM strand has enjoyed Mathematics between the respondents across different strands. At significant level of 0.05 and
from HUMSS Strand. F(4,863)=10.190, p-value=0.000, the null hypothesis is rejected.

Table 11: Test of Difference in the Attitudes of Respondents in Mathematics as to Motivation Across different Strands

Source of Variation SS df MS F-value p-value

Between Groups 13.838 4 3.460
Within Groups 292.983 863 .339 10.190 0.000
Total 306.821 867
*Significant at p-value of <0.05-0.01; very significant at p-value of < 0.01

Table 12: Post Hoc Test Results

(Senior High School Strand) Mean Std. Error P-value

Difference

STEM vs. MARITIME .1427 .0860 .600

ABM .0166 .0599 .999
HUMSS .3198* .0621 .000
TVL .1301 .0661 .424
MARITIME vs. ABM -.1261 .0796 .643
HUMSS .1771 .0813 .315
TVL -.0126 .0843 1.000

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ABM vs. HUMSS .3032* .0529 .000

TVL .1135 .0575 .422
HUMSS vs. TVL -.1897* .0598 .040
*Significant at p-value of <0.05-0.01; very significant at p-value of < 0.01

STEM. It can be noted in the post hoc test, as indicated in HUMSS. HUMSS vs. TVL has a negative significant
table12, that STEM vs. HUMSS has a significant difference with difference across five strands since the mean difference is -0.1897
a mean difference of 0.3198 and a p-value=0.00, the null with a p-value=0.040. This means that the respondents from TVL
hypothesis is rejected. This means that the respondents from strands are motivated in Mathematics than the respondents of the
STEM strand has more enjoyment in Mathematics between the HUMSS strand.
respondents from HUMSS Strand. As presented in table 13, there is a significant difference in
ABM. It can be noted that ABM vs. HUMSS has a the over-all attitudes of respondents in Mathematics across
significant difference across five strands with a mean difference different strands. At significant level of 0.05 and F(4,863)=16.246,
of 0.3032 and a p-value=0.000. This means that the respondents p-value-0.000, the null hypothesis is rejected.
from ABM strand has more enjoyment in Mathematics between
the respondents from HUMSS Strand.

Table 13: Test of Difference in the Over-all Attitudes of Respondents in Mathematics across different Strands

Source of Variation SS df MS F-value p-value

Between Groups 15.475 4 3.869
Within Groups 205.510 863 .238 16.246 0.000
Total 220.985 867
*Significant at p-value of <0.05-0.01; very significant at p-value of < 0.01

Table 14: Post Hoc Test Results

(Senior High School Strand) Mean Std. Error Sig.

Difference

STEM vs. MARITIME .2621* .0720 .010

ABM .0290 .0502 .987
HUMSS .3270* .0520 .000
TVL .2050* .0554 .009
MARITIME vs. ABM -.2331* .0667 .016
HUMSS .0649 .0681 .923
TVL -.0571 .0706 .957
ABM vs. HUMSS .2980* .0443 .000
TVL .1760* .0482 .010
HUMSS vs. TVL -.1220 .0501 .206
*Significant at p-value of <0.05-0.01; very significant at p-value of < 0.01

STEM. It can be noted in the post hoc test that STEM vs. ABM vs. MARITME, 45.17 for ABM vs. HUMSS, and 13.33 for
MARITIME, STEM vs. HUMSS and STEM vs. TVL has a ABM vs. TVL. This means that the respondents from ABM strand
significant difference across the five strands. With a mean value more Mathematics than the respondents from MARITIME
difference of 0.2621 (p-value=0.010) for STEM vs. Maritime, and HUMSS.
0.3270 (p-value=0.000) for STEM vs. HUMSS and 0.2050 (p- In addition, STEM vs. ABM has no significant difference
value=0.009) for STEM vs. TVL, the null hypothesis is rejected. at p-value>0.05. This means that respondents from STEM and
This means that the respondents from the STEM strand has more ABM strands possess positive attitude in Mathematics.
positive attitude in Mathematics than the respondents of the Pearson Product Moment correlation was used to examine the
MARITIME, HUMSS and TVL strands. inter-correlations between self-confidence, value, enjoyment,
ABM. In can also be noted in the post hoc test that ABM motivation, and proficiency in Mathematics. These relations
vs. MARITIME, ABM vs. HUMSS, and ABM vs. TVL has a implied that those independent variables had significant
significant differences among other strand. With a new tabular correlation with other dependent variables as well.
value of 9.52 that is less than the computed values of 12.23 for

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Table 15: Test of Significant Relationship between the Respondents’ Attitudes toward Mathematics and
Mathematics Proficiency

1 2 3 4 5 6
Score (1) 1
Self-confidence (2) .169** 1
Value (3) .173** .276** 1
**
Enjoyment (4) .151 .680** .495** 1
* **
Motivation (5) .082 .521 .493** .659** 1
** **
Overall Attitude (6) .195 .825 .704** .885** .757** 1
**. Correlation is significant at the 0.01 level (2-tailed).
*. Correlation is significant at the 0.05 level (2-tailed).

Table 15 reveals that the proficiency level in Mathematics Also, there is an increase in the value of mathematics onto
and the attitude toward Mathematics of students are significantly enjoyment (r=0.495) and motivation (r=0.493) in Mathematics
related in the case of all strands and in over-all computations. The and vice versa.
null hypothesis therefore is rejected. Over-all attitude towards The contribution of the independent variables to the
Mathematics has shown statistically significant relation with prediction of proficiency in Mathematics can be seen in the
Mathematics proficiency (r=0.195). following tables using Regression analysis.
Table 15 also describe the inter correlation between the As revealed in Table16, the predictor variables Motivation,
subscales of ATMs and proficiency in Mathematics. As shows Senior High School Strand, Value of Mathematics, Self-
there were inter-correlation between the independent and the confidence, and Enjoyment for Mathematics all together
dependent variable. Self-confidence, value, enjoyment and contributed for the variation of students’ Mathematics score by
motivation has shown statistically significant relation with 13.2%. it implies that 132 percent proportion of proficiency in
mathematics proficiency (r=0.169, r=0173, r=0.151, and r=0.082, Mathematics variance accounted for the independent variables.
respectively). In indicates that the student’s self-confidence, value, The remaining proportion could not be known in this study. The
enjoyment, and motivation increases, their proficiency in adjusted R-squared which represents the unbiased estimate of R-
Mathematics increases and vice versa. In addition, there were a squared was 0.127. It indicated that there were overall
significant positive inter-correlation between self-confidence, relationships between predictors (Motivation, Senior High School
value, enjoyment, and motivation. This indicates that as self- Strand, Value of Mathematics, Self-confidence, and Enjoyment
confidence increases, value of mathematics, enjoyment of for Mathematics) and the outcome variable (proficiency in
Mathematics and motivation increases (r=0.276, r=0.680, Mathematics. This proportion was statistically significant,
r=0.521) and vice versa. This also indicates that students who F(5,862)=26.267, p-value<0.01.
enjoy solving Mathematics problems had more self-confident.

Table 16: Results of Regression Analysis

Mean
Sum of Squares df F Sig. R2 Adj R2
Square
Regression 4731.97 5 946.39
26.267 .000b 0.132 0.127
Residual 31057.53 862 36.03
Total 35789.50 867
a. Dependent Variable: Score in General Mathematics 1st Quarter Examination
b. Predictors: (Constant), Motivation, Senior High School Strand, Value of Mathematics, Self-confidence,
Enjoyment for Mathematics

Table 17: Summary of Multiple Regression

Regression Std. Beta

Coefficient B Error Coefficient t p-value
(Constant) 23.775 1.580 15.045 .000
SHS Strand -1.418 .158 -.290 -8.986 .000
Self-confidence 1.527 .484 .139 3.154 .002
Value 1.149 .344 .128 3.340 .001
Enjoyment .242 .521 .024 .464 .643
Motivation -1.121 .478 -.104 -2.347 .019
a. Dependent Variable: Score in General Mathematics 1st Quarter Examination

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As can be seen in Table 17, in the summary of multiple confidence in Mathematics indicating that some students still feel
regression analysis we can observe statistically significant relation anxiety in understanding when in Mathematics class.
between the predictor (Motivation, Senior High School Strand, This supports the study of Capuno, Necesario, et al (2019)
Value of Mathematics, Self-confidence, Enjoyment for conducted in a public national high school in Mandaue City
Mathematics) and the outcome variable (proficiency in Division, Cebu, Philippines. Their study revealed that students had
Mathematics). For instance, t-test showed in the multiple positive attitudes toward mathematics in terms of value and
regression analysis as there was statistically significant relation neutral attitude in self-confidence, enjoyment, and motivation in
between SHS strand and proficiency in Mathematics, t=-8.986, p- mathematics.
value<0.05; self-confidence and proficiency in Mathematics, 4. Is there a significant difference that exists in the attitudes
t=1.527, p-value<0.05; value of Mathematics and proficiency in toward the learning of Mathematics of the senior high school
Mathematics, t=1.149, p-value<0.05; and motivation and across different strands?
proficiency in Mathematics, t=-1.121, p-value<0.05. On the other The results revealed that the attitudes towards Mathematics
hand, there was no statistically significant relation between in terms of value of STEM strand is significantly more positive in
enjoyment and proficiency in Mathematics, t=0.242, p- attitude across all strand. The respondents from STEM strand had
value>0.05. In general, self-confidence in Mathematics had highly more positive attitude toward mathematics across different strand.
dominant and very influential for the variation of the students’ This finding supports the major principle of expectancy-value
proficiency in Mathematics among other variables. theory, which states that learners with high expectancy for success
and valuing of academic task towards learning will more likely
show positive achievement (Wigfield et. al, 2016). This result is
IV. ANALYSIS supported by Fisher et. al (2013) who found out that there was a
1. What is the proficiency level in Mathematics proficiency of significant effect for major across each of the four subscale of the
SHS across different strands? ATMI, with STEM majors having a significantly more positive
The overall mean indicated that the senior high school attitude toward Mathematics than non-STEM majors. STEM
students of Dr. Carlos Lanting College were of proficient level in strands believe that they are capable of achieving proficiency in
Mathematics. Mathematics and motivated, enjoyment and value Mathematics.
Considering the mean score, students of STEM strand had Similarly, ABM strand is significantly more positive in attitude
the highest mean score, indicated an advance proficiency level in compared to MARITME, HUMSS, and TVL strand.
Mathematics, while students from ABM, HUMSS, MARITIME In addition, STEM and ABM strand has no significant
and TVL strand indicated a proficient level in Mathematics. In difference of their attitudes toward Mathematics in terms of self-
terms of standard deviation, STEM students are more homogenous confidence, value, enjoyment and motivation. This means that the
than the other groups while HUMSS appeared to be the most respondents from STEM and ABM strands possesses the same
heterogeneous group as their scores were varied indicating varied attitudes toward the subject Mathematics. This results is supported
Mathematics abilities. that STEM strand help develop ability to evaluate and formulate
2. Is there a significant difference among proficiencies in solution through the application and integration of mathematical
Mathematics of SHS across different strands? concepts as it prepares to pursue college degrees leading them to
The results exhibit a differences in the proficiency level in become future mathematicians, scientists, technological analysts
Mathematics across senior high school strand, namely: STEM, and experts, and programmers and the like. Also, the result is
ABM, MARITIME, HUMSS, and TVL. As shown in the results, supported that Accountancy, Business and Management (ABM)
it was expected that students from STEM strand are proficiently strand trains students to think logically and scientifically
advance in mathematics compared to the other groups. This was accounted with accounting principles in order to prepare them to
promising results since STEM students will be taking engineering pursue college degrees as future accountants.
courses in college where there are many Mathematics subject.
Similarly, ABM strand was more proficient in Mathematics than 5. Is there a significant relationship that exists between the
HUMSS, MARITIME, and TVL. On the other hand MARITIME students’ attitudes towards the learning of Mathematics and
vs. HUMSS and MARITME vs. TVL exhibit almost the same proficiency in Mathematics?
proficiency in Mathematics. Pearson Product Moment correlation was used to examine
3. What are the attitudes of senior high school students towards the inter-correlations between self-confidence, value, enjoyment,
the learning of Mathematics from different strands? motivation, and proficiency in Mathematics. These relations
Generally, the students have a negative attitudes towards implied that those independent variables had significant
Mathematics as evidenced by the over-all average weighted mean correlation with other dependent variables as well.
of 3.29 with the STEM getting the highest average weighted mean To determine the overall relationship of the independent
and HUMSS obtaining the lowest. This implies need to develop variables and proficiency in Mathematics, a multiple regression
positives attitudes towards the subject if the teachers will help was used. The results of the multiple regression analysis indicated
them by exposing them to the learning of mathematics in an when proficiency in Mathematics was regressed on all the
enjoyable manner. independent variable (strand, self-confidence, value, enjoyment,
Among the attitudes, the students were found to have a and motivation), the multiple coefficient of determination was
positive attitude in the value of Mathematics but were negative in 13.2%.
all other dimensions of attitudes. They got the lowest mean in self-
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The results suggest that the independent variables (strand, resources to reinforce and neutralize negative attitudes toward
self-confidence, value, enjoyment, and motivation), when learning and performing in Mathematics. Unfavorable attitudes
combined, have a significant relationship with the students’ should be curtailed professionally and early enough before
proficiency in Mathematics. students completely give up in learning and/or being proficient
It appears that when students have good attitudes towards in Mathematics.
Mathematics they likely to become proficient in Mathematics. 5. A replication of this study in another research environment
Similarly, poor attitudes towards Mathematics may result to poor may be conducted.
proficiency in the said subject. a. The study was carried out in one school only. Similar
This result is supported by Tudyet. al (2014) who found out studies could be carried out in other parts of the country
the attitude towards Mathematics manifested significant influence to gather adequate information on the subject to be able
to academic performance. Students who shows positive attitude to generalize.
towards the Mathematics tend to perform well. Hence, b. This study focused on the students’ attitudes toward
performance in Mathematics can be improved by developing a learning of Mathematics and achievement in
positive attitude towards the subject. Mathematics.

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