Attitude Towards Mathematics of Senior High School Students in

Tarlac National High School

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A Thesis Proposal Presented to

The Faculty of the Senior High School Department
Humanities and Social Sciences
Tarlac National High School
Tarlac City

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In Partial Fulfillment
of the Requirements for the Applied Subject
Practical Research II

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By

Prince Val D. Castro

Angela Mae T. Suarez
Jaide Russelle Vega
Zyrus Bongon
Vanessa C. Tamina
Jessica J. Tiqui
Carlo Tuvera
Skaye Yalung
Gio B. Castaneda
November 2023
 Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Attitude toward mathematics (ATM) is the student’s organized

predisposition to “think, feel, perceive, and behave” toward mathematics ATM is an

aggregated measure of “a liking or disliking of mathematics, a tendency to engage in or

avoid mathematical activities, a belief that one is good or bad at mathematics, and a

belief that mathematics is useful or useless” ATM Scale measures an individual’s

“feelings, interests, and predispositions” toward mathematics. This gives a reaction to the

students who study math because there are students who suffer from this and it is also

difficult. Because the brains of the students are not slow to study here you will see how

interested a student is when studying mathematics because you can see in his face that he

is confident but here too can have a side effect on others such as castration because they

are vulnerable and do not know how to solve it. Being a good mathematician is very

difficult because not everyone who learns has a skill like this because most of the

students are vulnerable to maths subjects and sometimes others are difficult to grasp it

because it is difficult to understand and even harder for people who are stressed in life

they don’t want to respond to math maths. Because it has an effect on themselves because

it’s hard to think about numbers and there are many solutions that need to be done to

make it answerable. It also depends on people how they react when they are here because
there are different people who have the ability to be in other things so it is inevitable to

have one or the other right every time they hear or see a mathematics.

The term attitude is not a new concept in mathematics education. It

has been defined by different authors in different settings and contexts. For instance,

Aiken (1970) defined attitude as “a learned disposition or tendency on the part of an

individual to respond positively or negatively to some object, situation, concept or

another person” (p. 551). According to Lin and Huang (2014), attitude towards

mathematics can be referred to as positive, negative, or neutral feelings and dispositions.

Attitude can be categorized as bi-dimensional (person’s emotions and beliefs) or

multidimensional (affect, behavior, and cognition). Over the last decades, an extensive

body of research from different settings and contexts have investigated variables that

influence students’ attitude towards Science, Technology Engineering and, Mathematics

(STEM) (e.g., Aiken, 1970; Gardner, 1975; Kempa and McGough, 1977). In this study,

we are particularly concerned with students’ attitude towards mathematics word

problems, and linear programming (LP) in particular due to the significant roles LP plays

in constructing models for understanding the three (STE). Numerous studies have been

published on students’ attitude towards mathematics, which is always translated as liking

and disliking of the subject (Arslan et al., 2014; Davadas and Lay, 2020; Pepin, 2011;

Utsumi and Mendes, 2000). To some secondary school students, mathematics appears to

be abstract, difficult to comprehend, sometimes boring, and viewed with limited

relationship or relevance to everyday life experiences. At primary and secondary school

levels, students start well but gradually start disliking mathematics feeling uncomfortable

and nervous. Consequently, they may lack self-confidence and motivation during
problem-solving. To some students, persevering and studying advanced mathematics has

become a nightmare. Indeed, some students do not seem to know the significance of

learning mathematics beyond the compulsory level. Students may (or may not) relate

mathematical concepts beyond the classroom environment if they have a negative attitude

towards the subject. This may lead to their failure to positively transfer mathematical

knowledge and skills in solving societal problems. Mathematicians have attempted to

research and understand affective variables that significantly influence students’ attitude

towards mathematics (e.g., Barmby et al., 2008; Davadas and Lay, 2020; Di Martino and

Zan, 2011; Evans and Field, 2020; Grootenboer and Hemmings, 2007; Hannula, 2002;

Maamin et al., 2022; Marchis, 2011; Pongsakdi et al., 2019; Yasar, 2016; Zan et al.,

2006). Some researchers have gone ahead to ask fundamental questions on whether or not

students’ attitude towards mathematics is a general phenomenon or dependent on some

specific variables. To this effect, some empirical findings report students’ attitude

towards specific units or topics in mathematics aimed at enhancing the learning of

specific mathematical content and mathematics generally (e.g., Arslan et al., 2014;

Estrada and Batanero, 2019; Gagatsis and Kyriakides, 2000; Julius et al., 2018; Mumcu

and Aktaş, 2015; Selkirk, 1975; Townsend and Wilton, 2003). Rather than investigating

students’ general attitudes toward mathematics, recent research has also attempted to

identify background factors that may provide a basis for understanding students’ attitude

towards mathematics. Thus, students at different academic levels may have a negative or

positive attitude towards mathematics due to fundamentally different reasons. Yet, other

studies show the existence of a positive relationship between attitude and achievement in

mathematics (e.g., Berger et al., 2020; Chen et al., 2018; Davadas and Lay, 2020;
Grootenboer and Hemmings, 2007; Hwang and Son, 2021; Lipnevich et al., 2011; Ma,

1997; Maamin et al., 2022; Mazana et al., 2018; Mulhern and Rae, 1998; Opolot-okurut,

2010; Sandman, 1980; Tapia, 1996). From the above studies, it appears that multiple

factors ranging from students’ to teachers’ classroom instructional practices may

influence students’ attitudes towards, and achievement in mathematics.

Statement of the Problem

The primary aim of this study is to investigate the attitudes of Senior High

School students at Tarlac National High School towards mathematics during the S. Y.

2023-2024. This research seeks to address the following key questions:

1. What are the prevailing attitudes of senior high school students in Tarlac

National High School towards mathematics, including their:

1.1. Perceptions;

1.2. Preferences;

1.3. Emotions;

2. Are there significant differences in attitudes towards mathematics among

students with varying academic performance levels in terms of:

2.1. High achievers;

2.2. Average students;

2.3. Low achievers;

 3. To what extent do external factors, such as teaching methods, classroom

environment, and parental influence, impact students' attitudes towards

mathematics?

4. To what extent do external elements like teaching methods, classroom

environment, and parental influence impact the attitudes of senior high school

students towards mathematics?

5. What strategies and interventions can be recommended to foster more positive

attitudes towards mathematics and enhance the learning experience for senior

high school students at Tarlac National High School? This study aims to provide

insights into the attitudes of senior high school students towards mathematics

and contribute to the development of effective strategies for improving their

mathematical education.

1. What are the implications of the study to learning? (waiting pa sa kulang ni jaide)

Significance of the Study

Significance of the study Attitude towards mathematics (ATM) is the student’s

organized predisposition to think, feel, perceive, and behave towards mathematics

(Jovanovic and King 1998); ATM is an aggregated measure of “liking or disliking of

mathematics, a tendency to engage in or avoid mathematical activities, a belief that one is

good or bad at mathematics. To the Professor or teacher – This result of this study is to

help them, will aid their discussion regarding the related studies. It is easier for them to

tackle related topics about research study, another way of engaging the students and

improving their learning in subjects is by showing empathy and understanding of what is

going on in the students lives. It is always important to be attentive, observant,

empathetic, and always have a positive attitude.

To The Students

– This result of this study is to help them. The students would be developed

about their knowledge and to enhance their problem solving. Often reflects a student’s

value, self-confidence, enjoyment, motivation and anxiety levels. To boost the brain’s

memory center and predict math performance.

To The Parents

– This result of the study is to help them to motivate the students to guide the

students in their performance and to be aware the students. Encouraging the students to

build their math confidence, to use a growth mindset approach and be amaze what you

can learn and to maintain a positive attitude.

To The Future Researchers

- This result of the study is to help them the used to conduct this new research

to check attitudes towards mathematics and to analyze if there are differences in attitudes

that attributed to type of school the frequency in which mathematics problem were
understood. to better understand the nature of mathematical thinking, teaching, and

learning.

Scope and Delimitation

The study intended to examine the relationship between the attitude toward

Mathematics of Senior High School students in Tarlac National High School S.Y 2023-

2024. Specification, through the use of Attitude Toward Mathematics Instrument(ATMI)

Developed by Tapia and Marsh (2002), the student attitude in term of self confidence,

value, enjoyment and motivation were described. Futhermore, the students problem

solving skills in term of conprehension determining the process to use estimating answers

and computation were also characterized through the use of test develope by carabbacan

(2010). Moreover, relationship between the two variables were examined lastly,

implication drawn based from results.

Definition of Terms

(Include only terms which you think are relevant and meaningful in your

study, be guided by the terms found in your title and SOP). Write the terms in

alphabetical order.

The following terminologies are conceptually and operationally defined in light

of the study:

Leadership.
Leadership skills.

Metacognition.