ATTITUDE TOWARDS MATHEMATICS AND THE ACADEMIC

PERFORMANCE OF JUNIOR HIGH SCHOOL STUDENTS

IN CATARMAN NATIONAL HIGH SCHOOL

GERALD NUEVA LOBERIANO

A Research
Submitted in Partial Fulfillment
of the Requirements for the Course
Research in Mathematics

College of Education
University of Eastern Philippines
University Town, Northern Samar

2022
 Republic of the Philippines
UNIVERSITY OF EASTERN PHILIPPINES
University Town Northern Samar
www.edu.ph nsofficial@gmail.com

COLLEGE OF EDUCATION

APPROVAL SHEET

This research entitled “ATTITUDE TOWARDS MATHEMATICS

AND THE ACADEMIC PERFORMANCE OF JUNIOR HIGH SCHOOL
STUDENTS IN CATARMAN NATIONAL HIGH SCHOOL”, prepared and
submitted by GERALD N. LOBERIANO in partial fulfillment
of the requirements in RESEARCH IN MATHEMATICS is hereby
recommended for acceptance and approval.

XAVIER M. ULTRA, PhD.

Research Adviser
Date:_______________

Recommended for acceptance and approval:

PANEL OF EXAMINEES

_____________________ __________________
Member Member
Date:________________ Date:_____________

__________________
Chair
Date: ____________

APPROVED and ACCEPTED in partial fulfillment of

the requirements of the degree Bachelor of Secondary
Education.

TITO M. CABILI, PhD.

Dean
Date: ________________
 ABSTRACT

Title: ATTITUDE TOWARDS MATHEMATICS AND THE

ACADEMIC PERFORMANCE OF
JUNIOR HIGH SCHOOL STUDENTS
IN CATARMAN NATIONAL HIGH SCHOOL

Adviser: DR. XAVIER M. ULTRA

Researchers: GERALD NUEVA LOBERIANO

Degree: BACHELOR OF SECONDARY EDUCATION MAJOR IN

MATHEMATICS

School: UNIVERSITY OF EASTERN PHILIPPINES

Year: 2022

This study was aimed to assess and find the

relationship between the attitude of junior high school

students and their academic performance towards

mathematics in Catarman National High School.

Specifically, it sought the student’s profile in terms of

age, sex and grade level and their attitude towards

mathematics. This study was conducted at Catarman

National High School in the municipality of Catarman

province of Northern Samar. A total of 361 students from

Grade 7 to Grade 10 were the respondent of this study

having 228 males and 133 females. This study used the

descriptive-correlational design. The questionnaire

contains three parts;

Part I determined the student’s profile in terms of

age, sex and grade level, Part II sought to determine

their attitude towards Mathematics and Part III

determines the Mathematics Academic Performance of

learners.

This study found out that student’s profile in terms

of age revealed that 25.21% are in the age bracket 13-14,

22.99% are in the age bracket 17-18, 19.94% are in the

age bracket 15-16, 16.36% are in the age bracket 19 and

above while 15.51% are in the age bracket 12 and below.

It is revealed that females are outnumbered by males

having 228 males and 133 females. It was also found out

that 30.75% are in Grade 7, 24.93% are in Grade 8, 22.71

are in Grade 9 and 21.61% are in Grade 10.

 Acknowledgement

The researcher would like to express his sincere

gratitude to the following who made this work possible.

First and foremost, to GOD, for His guidance, and

for His infinite wisdom where we draw our strength from.

To Dr. Xavier M. Ultra. the brilliant mind who

unceasingly shared his expertise in the making of this

piece.

To Junior High School students in CNHS, for their

cooperation and for extending their time in answering the

questionnaire.

To my beloved parents, for the undying support

morally, financially and spiritually.

To my former teachers, for letting me borrow their

time so that I could distribute my questionnaire.

To my brothers and sisters, for their understanding.

To Sir Jerry Acol, for giving me the information

that I needed about the total school population.

To my classmates, for extending their help and words

of encouragement.

Thank You Very Much!

 Gerald Nueva Loberiano
Dedication

This study is wholeheartedly dedicated to my

parents, who have been our sources of inspiration and

strength throughout this research. Their continuous

moral, spiritual, emotional and financial support to me

has helped me finish this research.

I also dedicate this research to the Almighthy God

for his guidance, power of mind and protection and

protection and for giving me a healthy life to be able to

carry out this research. All of these, I offer to you.

And lastly, I dedicate this research to my research

adviser, Mr. Xavier M. Ultra, for the tremendous effort

and patience to guide me throughout the research and

helped me to better understand the key points of this

research. Furthermore, to my classmates who shared their

words of advice and words of encouragement that helped me

to become motivated in this research.

 Gerald Nueva Loberiano

TABLE OF CONTENTS

Page

TITLE PAGE i

APPROVAL SHEET ii

ABSTRACT iii

ACKNOWLEDGMENT iv

DEDICATION xi

TABLE OF CONTENTS xii

LIST OF FIGURES xiii

LIST OF TABLES ix

CHAPTERS
I: INTRODUCTION
Background of the Study 1
Objectives of the Study 5
Significance of the Study 6
Scope and Limitation of the Study 7
Theoretical Framework 7
Conceptual Framework 10
Paradigm of the Study 11
Null Hypothesis 12
Definition of Terms 12
II: REVIEW OF RELATED LITERATURE
Profile of the Respondents 14
Attitude towards Mathematics 15
Academic performance in Mathematics 20
III: METHODOLOGY
Locale of the Study 22
Research Design 22
Variables 23
Population and Sampling 23
Respondents 24
Research Instrument 24
Scoring and Interpretation of Data 25
Data Gathering Procedure 26
Statistical Treatment 27
IV: PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
Profile of the Respondents 29
Attitude towards Mathematics 32
Academic Performance in Mathematics 34
Profile and Attitude towards Mathematics 36
Profile and Academic Performance 37
Attitude and Academic Performance 39
V:SUMMARY, CONCLUSIONS AND IMPLICATIONS AND
RECOMMENDATIONS
Summary 41
Conclusions and Implications 43
Recommendations 44
REFERENCES CITED 46
APPENDICES
Survey Questionnaire
Approval Letter
CURRICULUM VITAE
Biographical Sketch
 LIST OF FIGURES

Figure Page

1 A Schematic Diagram showing the 12

Concept of the Study
 LIST OF TABLES

Tables Pages

Table 1.1 Distribution of the Profile of 29

Junior High Students in Terms of Age
Table 1.2 Distribution of the Profile of 30
Junior High Students in Terms of Sex
Table 1.3 Distribution of the Profile of 31
Junior High Students in terms of
Grade level
Table 2 Attitude of Junior High School students 31
towards Mathematics
Table 3 Distribution of the Academic 35
Performance of the junior high school
students in Mathematics
Table 4 Multiple Regression Analysis of the 37
Relationship between Profile of the
Respondents and Attitude towards
Mathematics
Table 5 Multiple Regression Analysis of the 39
Relationship between Profile of the
Respondents and Academic Performance
in Mathematics
Table 6 Multiple Regression Analysis of 40
the Relationship between Attitude
towards Mathematics and Academic
Performance
 APPENDIX A
Republic of the Philippines
Department of Education
Region VIII
University of Eastern Philippines
Catarman, Northern Samar

April 11, 2022

Catarman National High School

Catarman, Northern Samar

Dear Sir/Madam,
Greetings!
The undersigned is a 3rd year BSEd-Mathematics
student of University of Eastern Philippines who is
presently proposing a study entitled “ATTITUDE TOWARDS
MATHEMATICS AND THE ACADEMIC PERFORMANCE OF JUNIOR HIGH
SCHOOL STUDENTS IN CATARMAN NATIONAL HIGH SCHOOL”.
In connection with this, I am humbly requesting for
your expertise for the validation of my questionnaire.
Your participation is a great importance to our academic
endeavour and is deeply appreciated. It would also be a
better help to me if you can write your comments,
suggestions and recommendations that will improve the
above mentioned questionnaire.
I am looking forward to your positive response about
this matter. Thank you very much and God Speed!

Sincerely yours,
GERALD N. LOBERIANO
Researcher
Noted By:
XAVIER MIRASOL ULTRA
Professor

Approved By:
 ALBERTO M. LIM
Secondary School Principal II
Survey Questionnaire

Part I: Profile
Name (Optional):
Age:
Sex:
Grade Level:

Part II: Attitude towards Mathematics

Attitude Strongly Agree Undecided Disagree Strongly
towards Agree (4) (3) (2) Disagree
Mathematics (5) (1)
1. I get a
great deal of
satisfaction
out of solving
a mathematics
problem.
2. I have
usually enjoyed
studying
mathematics in
school.
3. Mathematics
is fun and
exciting.
4. I like to
solve new
problems in
mathematics.
5. I would
prefer to do an
assignment in
math than to
write an essay.
6. I like
mathematics.
7. I am happier
in a math class
than in any
other class.
8. Mathematics
is a very
interesting
subject.
9. I am
comfortable
expressing my
ideas on how to
look for
solutions to a
difficult
problem in
math.
10. I am
comfortable
answering
questions in
math class.
11. Mathematics
is a very
worthwhile and
necessary
subject.
12. I want to
develop my
mathematical
skills.
13. Mathematics
helps develop
the mind and
teaches a
person to
think.
14. Mathematics
is important in
everyday life.
15. Mathematics
is one of the
most important
subjects for
people to
study.
16. High school
math courses
would be very
helpful no
matter what I
decide to
study.
17. I can think
of many ways
that I use math
outside of
school.
18. I think
studying
advanced
mathematics is
useful.
19. I believe
studying math
helps me with
problem-solving
in other areas.
20. A strong
math background
could help me
in my
professional
life.
21. Mathematics
is not one of
my most dreaded
subjects.
22. I can think
clearly when
working with
mathematics.
23. Studying
mathematics
does not make
me feel
nervous.
24. Mathematics
makes me feel
comfortable.
25. I am never
under a
terrible strain
in math class.
26. When I hear
the word
mathematics, I
have a feeling
of enjoyment.
27. It makes me
excited to even
think about
doing a
mathematics
problem.
28. Mathematics
does not scare
me at all.
29. I have a
lot of self-
confidence when
it comes to
mathematics
30. I can solve
mathematics
problems
without too
much
difficulty.
31. I expect to
do fairly well
in any math
class I take.
32. I am never
confused in my
mathematics
class.
33. I feel a
sense of
security when
attempting
mathematics.
34. I learn
mathematics
easily.
35. I believe I
am good at
solving math
problems.
36. I am
confident that
I could learn
advanced
mathematics.
37. I would
like to
continue using
mathematics in
college.
38. I am
willing to take
more than the
required amount
of mathematics.
39. I plan to
take as much
mathematics as
I can during my
education.
40. The
challenge of
math appeals to
me.

Part III: Academic Performance in Mathematics

Q. What is your recent grade in mathematics?
Answer: