Review of Related Literature

Research in the late 1980s and early 1990s often used a simple definition of

attitude toward mathematics as a positive or negative emotional disposition toward

mathematics. From the recent study entitled Student Attitudes in an Innovative Active

Learning Approach in Calculus by Castillo, Durán et., (2022), one literature stated that

attitude towards mathematics is defined as an aggregated measure of one’s liking of

mathematics, one’s tendency to engage in mathematics, a belief that one is good or bad

at mathematics, a belief in the usefulness of mathematics, and a belief in the

importance of mathematics. This view of attitudes towards mathematics recognizes that

attitude as a multidimensional construct. Similarly, literature also suggests that attitude

towards mathematics refers to one’s feelings and emotions towards mathematics

including enjoyment, motivation, self-confidence, and value.

Learning attitudes are important determinants of academic success and

achievement. Many studies reported that mathematics achievement levels had a causal

influence on students’ attitudes, while other studies viewed that students’ attitudes

affected achievement levels, whereby an increase in positive attitudes towards

mathematics might increase students’ achievement levels and students’ enrolment in

mathematics courses (Chama et al., 2023). In a study conducted by Subia et. al (2018),

revealed that entering freshmen students were weak in almost all areas of Mathematics

and were not ready for College Mathematics. Furthermore, they also found out that first

year college’s level of proficiency in Mathematics is poor, and that majority of the

students performed poor in their achievement in Mathematics.

Secondary School Learners in Banayoyo-Lidlidda District (Naungayan, 2022), with the

success and failures students experience, an attitude towards the subject is developed.

Attitude towards mathematics can either be positive or negative. Moreover, a positive

attitude towards the subject is more often associated with success in Mathematics,

while the negative attitude is seen as an indicator of low-level performance, which

brings out suggestions on interventions to improve learning and replacing the 'negative'

attitude with 'positive'.

However, in numerous studies there has been a significant decrease in the

overall efficiency of students from grade nine to grade twelve in mathematics. Although

this is the case, it is possible that this is because students are required to go through

extreme examples of arithmetic homework (Tiwar, 2020). When dealing with a more

complex or convoluted situation, more advanced procedures will be required, and the

processing requirements will be significant as a result. Studies have also shown that the

students who leave their math courses with negative attitudes are less likely to pursue

further studies in mathematics or related disciplines and use their respective knowledge

and skills in their professional and personal lives. Furthermore, they are more likely to

carry anxiety and fear of mathematical concepts throughout their lives (Sajjad, 2018).

Learning Attitudes toward Geometry

Geometry has taken place in curriculums since elementary education being an

important area of mathematics that is used in daily life, helping students to realize the

world around themselves and appreciate the worth of their world (Kundu, 2018).
Research findings in secondary schools have consistently indicated that geometry is

one of the most difficult areas of Mathematics at basic level and students’ attitude

towards it has been a factor that is known to influence students’ achievement in

mathematics (Suleiman, Ismail and Bello, 2020). According to a study on Teaching

Geometry with Different Activities to Investigate the Students' Perceptions, Attitudes,

and Self-efficacies (Zeybek et al., 2020) regardless of how useful geometry may be in

daily life when students dislike geometric concepts, they demonstrate low achievement.

Attitude towards geometry include liking, enjoying and interest in geometry, or the

opposite, and at worst geometry phobia. This means that the students must like

geometry, enjoy the activities performed in geometry and have interest at heart for

geometry (Bora, Ashim & Ahmed, Sahin. 2018). It was found that there was very weak

relationship between achievement and four components of attitudes in enjoyment,

motivation, perception of the importance of geometry and freedom from fear of

geometry. If students have a positive attitude towards geometry, they are expected to

like geometry, participate in the classroom activities and to be high achievers in

geometry (Tsao, 2018).

On the other hand, when students are aware of the benefits of learning geometry,

they have a positive perception. Attitudes and self-efficacy are important in the process

of learning geometry. Students with higher levels of mathematics self-efficacy prove

more likely to understand mathematics and demonstrate a willingness to work on math

tasks.

As stated in a study on Factors Affecting the Academic Performance of Learners

in Mathematics Amidst the Pandemic (Mijares, 2022) self-efficacy, math anxiety, and
motivation, are some of the factors that influence students' attitudes toward

mathematics. A higher academic performance is associated with a more positive

attitude, a higher level of self-efficacy, and a higher level of motivation in mathematics. It

is essential to understand the students’ attitude and self-efficacy and its relationship to

their mathematics performance (Laranang, Bondoc 2020). Students’ self-efficacy in

mathematics will be able to use in future careers when needed.

Results revealed in a study on Attitude towards Mathematics and Mathematics

Achievement of Secondary School Learners in Banayoyo-Lidlidda District (Naungayan,

2022) that a student's attitude towards the subject is related to their performance in the

subject. Students had a high level of attitude in valuing mathematics as they believed

mathematics is essential in everyday life, and it helps them develop the mind and

teaches them to think. They also had a high level of attitude in terms of their enjoyment

in learning mathematics subjects because they believe studying mathematics helps

them with problem-solving in other areas it is useful. Also, having a strong background

in mathematics could help them in their professional life (Laranang, Bondoc 2020).

Studies by Marpa and Parreῆo (2019) that in the Philippines and in almost all the

schools, particularly students in the Division of Sagay City have experienced difficulties

in mathematics more specifically in Geometry. The results revealed that students like

mathematics more specifically geometry. They recognize the importance of the subject.

However, some students find it difficult. Research conducted in a study on secondary

school students’ attitudes towards their learning geometry, reflected that most of the

students in Bindura Urban did not like solving geometrical problems (Tsao and Tung,

2022). They find mathematics and even geometry abstract boring. The students had a
moderately high level of attitudes in terms of motivation in learning mathematics as they

feel nervous and makes them feel uncomfortable during mathematics class (Marpa and

Parreῆo 2019).

Moreover, many students perform poorly in geometry and find the subject very

difficult and uninteresting. Students face different types of problems in learning

geometry. According to the findings of the study titled Teaching Geometry with Different

Activities to Investigate the Students' Perceptions, Attitudes and Self-efficacies,

students have low attitude scores towards geometry in the three dimensions

(enjoyment, usefulness, and anxiety) of the data collection tool. It is explained that

students with negative attitudes have difficulty in geometry (Gumus, 2020). Students

who have a positive attitude toward the subject perform better. In addition, negative

attitudes toward mathematics result in disengagement, increased anxiety, and a lack of

confidence, as well as a reluctance to try to improve skills (Mijares, 2022).

Studies by Tsao and Tung (2022) on High School Students’ Attitude Towards

Their Learning Geometry, the results showed that the high school students’ attitude

towards geometry is slightly negative below medium. However, the high school

students’ attitudes toward the usefulness of geometry are slightly positive and many of

them believe that geometry is a valuable and necessary topic which could help them in

their future careers and education. The study reveals that there exist significant

differences in attitude towards confidence in learning geometry between male-female

students.

Based on the findings from the study of Bora and Ahmed (2018) reveals that

there exist significant differences in attitude towards learning geometry between male-
female students. Male student’s attitude responses are higher than that of female

students. The study on Investigation into Secondary School Students’ Attitude towards

Learning of Geometry in Zamfara State, Nigeria (Suleiman, Ismail and Bello, 2020)

revealed that students’ attitude towards geometry was relatively high generally, with

male students having much higher positive attitude to geometry than their female

counterparts and that difference between them was not statistically significant at α =

0.05 level of significance.

In addition, males perform better than females on geometry problems and that in

many cases; recent research has revealed that there are no significant relationships in

that secondary school students both boys’ and girls’ students and have almost the same

attitude towards geometry (Kundu, 2018).

Learning Attitudes toward Calculus

Calculus is a mathematical concept that can be applied in a variety of fields of

study. It is highlighted by the American Mathematical Society for Teachers of Young

Children that kids will engage in mathematical themes that are of interest to them, and

that this will help them to better grasp the area. Calculus is only useful in a very small

number of fields, and the great majority of students are not interested in pursuing a

career in these fields after high school. As a result, academics are required to aid

students in their understanding of the significance of mathematics in their chosen career

route by providing them with resources and guidance (Tiwar J, 2020). As part of

mathematics is of an abstract nature and most learners find it challenging to understand

its abstractness. Thus, it is important to consider learners’ perceptions and attitudes

enhance learners’ morale and hence result in an improved understanding of the

concepts in the topic of Calculus (Chama et al., 2023).

A study conducted at Mindanao State University – General Santos by Picaza R.

and Cortez M. (2023) entitled with Structural Equation Modelling Analysis of the

Relationship Among Students’ Intellectual Supports, Attitudes, and Achievement in

Calculus shows that students’ attitudes toward calculus and the intellectual support they

receive significantly impact their academic performance. Peer and teacher support are

significantly correlated with calculus performance, whereas school and family support

are not significantly correlated with calculus performance. This highlights the crucial role

that colleagues and instructors play in the academic success of students, specifically

their calculus performance. Accordingly, it is recommended that calculus instruction

include more opportunities for collaborative learning and that instructors develop their

supportive positions further.

A Global Perspective (Challenges)

In the United States of America (USA), Calculus is and has, always been

considered a university-level course. However, of late Calculus has been taught in high

schools. The challenge has been that Calculus has a long-standing reputation of being

a barrier for students desiring to proceed to the university. There has been a high rate of

failure in Calculus by students in the US high schools who attempt to enter university.

This is similar to Japan as well, where even though the students demonstrated superior

skills in algebraic compared to their American counterparts, there was no difference in

requirement for an intended major, this same course is then redone at university

(Chama et al., 2023).

A study conducted in Brazil stated in the literature of Bedada T and Machaba F,

(2022) found that calculus (and the way it was taught) was the primary cause of failure

among college and university students. Traditionally, students experience calculus as

difficult, hard to understand and daunting; innovative methods and approaches are

needed to make teaching and learning of calculus more effective (Charles-Ogan &

Ibibo, 2018). As early as the end of the last century, it is identified that calculus is the

subject that prevents many students from completing courses in science and

engineering.

A literature stated in the study of Yee, L (2019) Mathematics Attitudes and

Achievement of Junior College Students in Singapore, provides one such study on 388

students from seven junior colleges in Singapore reported that about half of the

participants have negative attitudes toward the learning of calculus. Specifically, 70% of

the participants found calculus difficult and almost 50% did not enjoy learning calculus.

A study conducted by the Mathematical Association of America showed that

calculus not only has significant effects on students’ decision to pursue STEM fields, but

also on their attitudes towards mathematics. Based on the findings from the study of

Collins Chama, Rex L Sampa, Danny Mutambo, Allan Musonda & Felix F. Musonda

(2023) entitled Learners’ Perceptions and Attitudes Towards Learning of Calculus in

Secondary Schools, it shows that most learner respondents view calculus as an

their ability to make decisions in daily life. As a result, learners have a positive attitude

toward calculus. Additionally, perceptions and attitudes guide how they see things and

how they should respond to them. Furthermore, it was established that apart from

learner effort, parental, peer and teacher support were identified as key drivers in

positively influencing students’ learning of Calculus in secondary schools under the

study.

Instructors’ actions and inaction can have a positive or negative impact on

students’ attitudes about learning mathematics. Most students said that their teachers

have a significant influence on how they feel about math. Students’ attitudes toward

learning calculus are influenced by their enthusiasm in the subject. However, students

lack access to enough study materials to aid their calculus development. To change

students' attitudes about learning calculus in a positive way, it is important for teachers

to start giving them more study materials (Chama et al., 2023).