Level of Attitude Towards Mathematics among the Grade 11 Students in Bintawan National High School

Abstract

The main objective of this study was to assess the level of attitude towards mathematics of grade 11 students of Bintawan National High School. This study also included determining the mean differences on the students’ level of attitude towards mathematics when they were grouped according to sex and strand. Moreover, it also looked into the influence of sex and strand to the students’ level of attitude towards mathematics. The research method was quantitative and utilized descriptive, comparative, and correlational design. The instrument used in this study was a 5-point Likert scale questionnaire adopted from a previous study. The statistical methods used to answer the descriptive questions included frequency, percentage, mean, and standard deviation. Meanwhile, the inferential questions were analyzed using a t-test for independence, one-way ANOVA, repeated measures ANOVA, and multiple linear regression. The result showed that the overall mean level of agreement of the respondents is neutral (mean=3.19, s = .243), this means that the students reflect a combination of positive and negative emotions toward the subject. Among the four domains, the highest mean level of agreement was on factor 2, Value of Mathematics, while the lowest was on factor 1, Self-confidence in mathematics. Both the male and the female respondents had “neutral” description on their level of attitude towards mathematics. Overall, the respondents under the STEM strand had the highest level of attitude towards mathematics (mean=3.70, s=.451) while the last was the respondents under the TVL strand (mean=2.90, s = .618), which was on the neutral level. There was no significant mean difference between the level of attitude towards mathematics of the students when grouped according to sex but a significant mean difference on the level of attitude towards mathematics was evident when grouped according to strand. STEM strand was significantly higher than the level of attitude towards mathematics of the three strands, HUMMS, ABM and TVL. Moreover, the study also revealed that there was a significant mean difference between and among the domains of attitude towards mathematics. Value of mathematics had a significantly higher mean than the other three factors. It was also revealed that between the two independent variables (sex and strand) only strand significantly influences the level of attitude towards mathematics of the respondents. As a conclusion, the level of attitude towards mathematics of the grade 11 students needs to be improved, at least to a positive level. Since the students have different skills and interests but somehow have commonality when grouped according to strand, they should be given appropriate activities and programs corresponding to their skills and interests. Among the four domains considered in this study, more activities or programs should be given along self-confidence in mathematics, enjoyment in mathematics and motivation in mathematics.