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UNIVERSITY OF CAGAYAN VALLEY

SENIOR HIGH SCHOOL

Abstract

The purpose of this study is to explore and identify the

leading factors that influence the attitude of Grade 11 students

at the University of Cagayan Valley toward General Mathematics.

The study used descriptive-comparative design. To gather data,

survey questionnaires were used and disseminated from the

respondents. The data were then analyzed through mean, frequency,

and percentage. Most of the respondents are female, and most of

the respondents came from HUMSS and STEM strand. The result shows

that Grade 11 students have a positive attitude toward General

Mathematics. Therefore, the researchers suggested that future

researchers may conduct a study focusing on students’ attitude

towards Mathematics and its effect on their grade in the subject.

Key words: Attitude, influence, mathematics

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CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Everybody has their own attitude. Their personalities define

how they act every day in life. Students’ attitudes have an

impact on how they engage with the subject, how well they do

academically, and how they view it overall. Having a positive

attitude towards studies may lead to better and more effective

academic results. But there are still many students who fail

because of having a negative attitude toward their studies.

Current studies show that attitude towards mathematics has

an important role, which contributes to achieving high

performance in the subject. Positive attitude among students

towards mathematics improves performance and may have an impact

on their overall success and real-world application of the

subject. While negative attitude can cause students to fail a

grade.

Attitude has a great impact on student's academic

performance especially in the subject of General Mathematics.

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Learning General Mathematics is crucial as it gives the students

the critical analytical and problem-solving abilities they need,

especially those in grade 11 as they prepare advanced studies and

real-world application.

As student researchers, we recognize that several factors

can influence students’ attitudes toward General Mathematics,

which in turn affect their academic performance. Elements such as

interest, study habits, personality traits, and teaching methods

all contribute to how students perceive and engage with the

subject. When students are encouraged to develop a growth mindset

and are provided with engaging and supportive learning

experiences, they are more likely to build a positive attitude

toward mathematics. This positive outlook can lead to increased

motivation, better understanding, and improved academic

performance, ultimately preparing them for future studies and

real-world applications of mathematical concepts.

The Program for International Student Assessment or PISA

test result last 2022 shows that only 16% of students in the

Philippines achieved at least Level 2 competency in mathematics

and almost no students were top performers.

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The said data is reflective of the situation of Grade 11

Senior High School students in University of Cagayan Valley, as

until now there are still students who struggle in General

Mathematics. Some students lack interest in the subject and most

of the time, they believed that mathematics was impossible to

understand. Their attitude became a significant obstacle,

preventing them from learning and appreciating the subject. This

highlights the importance of encouraging a positive attitude and

a willingness to learn so that students can see math as a skill

they can improve at, rather than something they are naturally bad

at.

While most of the previous research explored how attitude

affects students’ performance in mathematics, there is a gap in

how different factors influence the attitude of Grade 11 students

towards the subject General Mathematics.

To address this concern, it is important to know and

understand the factors that influence the attitude of the

students. Identify and improve techniques that help students to

have a positive attitude towards General Mathematics.

This study aims to explore how the different factors

influence the attitude of Grade 11 Senior High School students

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towards General Mathematics and to identify the main factors that

affect their attitudes. By gathering data through survey

questionnaires, this study seeks to identify strategies to

address this issue and improve students' performance and attitude

toward General Mathematics. The findings of this study will serve

as a guide to understanding how the different factors affect the

attitude of students, will contribute to the existing body of

literature, and will serve as a reference for future studies

Theoretical Framework

This study anchored Social Cognitive Theory (SCT) by Albert

Bandura (1986). SCT emphasizes the interconnected interactions

between the profile variables of the respondents, and the factors

such as interest, study habits, personality traits, and teaching

skills that affect the attitude of Grade 11 students towards

General Mathematics.

This theory provides a framework to assess how these factors

interact and contribute to shaping the attitudes of Grade 11

students at the University of Cagayan Valley towards General

Mathematics. By understanding these relationships, the study

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seeks to identify areas for intervention to improve students’

attitudes and engagement in the subject.

The research is guided by the research paradigm presented on

the next page.

Paradigm of the Study

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Profile variables of the respondents in termsthat influence the attitude of

Factors
Grade 11 students towards General
of gender and strand.
Mathematics

Figure 1. Paradigm of the study

This study will adopt the dependent-independent variable

model to gain a deeper understanding of factors influencing the

academic performance of Grade 11 students for the School Year

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20242025. The independent variable box includes the profile

variables of the respondents in terms of gender, and strand.

Meanwhile, the dependent variable box consists of interest

in learning, study habits, teacher`s personality traits and

teaching methods. This framework seeks to explore the interplay

between the demographic profile of students, their academic

engagement and experiences.

Statement of the Problem

This study aims to determine the factors affecting

students’ attitudes towards General Mathematics.

Specifically, it aims to answer the following questions:

1. What is the profile of the respondents in terms of the

following:

1.1 Gender

1.2 Strand

2. What are the main factors that affect the respondents’

attitude towards General Mathematics among the following:

2.1 Student-related factors:

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2.1.1 Interest

2.2.2 Study Habits

2.2 Teacher-related factors:

2.2.1 Personality Traits

2.2.2 Teaching Methods

3. What is the significant difference of the factors

affecting students’ attitude when grouped according to profile

variable?

Hypotheses

This study will be guided by the lone hypothesis that there

is no significant effect of the factors on students’ attitude

towards General Mathematics.

Significance of Study

Students. By identifying factors that influence students'

attitudes towards General Mathematics, this study will provide

insights that can help improve students' motivation, leading to

enhanced engagement and performance in math.

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Math teachers. Teachers will develop more appropriate

teaching techniques to address those factors that either hinder

or foster positive attitudes towards General Mathematics.

Principal. The findings of this study can help to formulate

policies aimed at improving the overall learning environment,

supporting both teachers and students in fostering a positive

attitude towards the subject.

Administration. The findings in the study may be used to

develop long-term strategies to improve academic achievement in

General Mathematics, including faculty training, and student

counseling program.

Researchers. This study will add valuable data on the

various psychological, social, and educational factors affecting

students' attitudes towards General Mathematics, enriching the

broader field of education research.

Future Researchers. This study will provide a foundation for

future research to further explore the same topic in different

contexts.

Scope and Delimitation

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This study focuses on assessing factors that influence

students’ attitude towards General Mathematics. The respondents

of the study will be Grade 11 students at University of Cagayan

Valley during the second semester of this School Year 2024-2025.

Data will be collected using survey questionnaires adapted

from the study of Landicho (2021) titled "Factors Affecting

Performance in General Mathematics of Grade Eleven Student in

Talumpok Integrated School: Basis for Intervention Activities an

Action Research." The results apply only to the respondents and

shouldn’t be generalized but can inform others.

Definition of Terms

For a better understanding of the study, the following

terms are defined operationally.

Attitude. This refers to grade 11 students' perspective or

disposition towards General Mathematics. This shapes their

behavior and decision making.

Critical analytical. This refers to students' ability to

identify a problem and give proper solutions to a problem. It

requires evaluating information, logical reasoning, and making

decisions.
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Factors. This refers to elements or conditions that affect

the student’s attitude towards a subject. It can be internal or

external variables. General Mathematics- This refers to the study

of arithmetic, algebra, geometry, and statistics. This is one of

the most important subjects for Grade 11 students.

Impact. This refers to the effect or influence of attitude

on students’ academic performance. It can be positive, negative,

or neutral depending on the context.

Influence. This refers to the effect of the different

factors on students’ attitude. It is the ability to affect the

decisions, and behaviors of the students.

Interest. This refers to a strong attraction or curiosity

towards a subject. It motivates learning, engagement, and

exploration in a subject.

Intimidating. This refers to something that causes students

fear towards Mathematics.

Obstacle. This refers to a problem or challenge that

prevents progress or achievement in Mathematics. It requires

effort or strategy to overcome to move forward or achieve goals.

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Personality Traits. This refers to the characteristic

patterns of thoughts, feelings, and behaviors. They influence how

people respond to situations and interact with others.

Study Habits. This refers to the consistent practices or

routines of students to effectively learn and retain information.

They include time management, organization, and focus techniques.

Teaching Skill. This refers to the abilities required to

effectively impart knowledge, engage students, and facilitate

learning. These include communication, organization, patience,

and adaptability.

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

In this chapter, the review of existing studies and

literature related to the study being examined is thoroughly

considered to have connections to our research. Furthermore, this

chapter will support the entirety of our study.

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Related Literature.

Interest

Thomas, and Mohammed (2024) found that most students were

interested in learning mathematics online, with their performance

exceeding attainment standards. Moreover, correlational analysis

revealed a positive relationship between students' interest in

mathematics and their online performance, emphasizing the role of

engagement in achieving academic success in virtual learning

environments.

Asanre, et al (2024) observed that motivation and interest

positively influence student achievement in school.

Ogbeta, et al (2024) highlighted that interest in

mathematics significantly predicts undergraduate students’

performance in the subject.

Ahmad, Isa, and Zakariyya (2024) demonstrated that a

significant portion of students had a low interest in

mathematics, which was found to predict almost half of the

variations in academic achievement scores. Moreover, the study

demonstrated a substantial relationship between students'

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interest in mathematics and their academic performance.

Additionally, ensuring teacher motivation and support was

emphasized as essential for assisting students in their

mathematics education, among other

recommendations.

Su Luan Wong and Shu Ling Wong (2019) conducted a study

revealing that students generally showed interest in mathematics.

However, correlational analyses indicated no significant

relationship between interest and mathematics performance

overall. Interestingly, a significant relationship was found

among students with lower mathematics performance.

Study Habits

As noted by Abdulkareem (2024) the study showed that the

variation in students’ performance in Mathematics is

significantly accounted for by study habits. Also shows that all

the dimensions of study habits significantly predict students’

performance in mathematics.
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Results from the study of Nwizuzu (2024) showed a moderate

positive correlation between study habits and academic

performance overall. For gender differences, study habits had a

low positive correlation with academic achievement for males and

a moderate positive correlation for females. Urban and rural

students both exhibited a moderate positive relationship between

study habits and academic performance. All correlations were

statistically significant, indicating that effective study habits

are crucial for improving academic achievement regardless of

gender or location.

Abalde, and Oco (2023) argued that there is no correlation

between students’ study habits and Mathematics performance in

terms of self-confidence, but there is a substantial positive

association between the student's study habits and performance in

terms of attitude.

Verma et al. (2022) concluded in their study that students

with good study habits exhibit higher mathematics achievement

than students with low study habits.

According to Capuno et al. (2019) The study revealed that

those respondents had positive attitudes towards mathematics in

terms of its value while they had a neutral attitude when it

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comes to their self-confidence, enjoyment, and motivation in

mathematics. It was concluded that students’ attitudes and their

study habits are significant factors that affect their

performance in mathematics.

Personality Traits

According to the study of Sarkar and Dutta (2024) it states

an emphasis on the connection between personality qualities and

learning capacities. The findings showed that the most popular

dimensions were those connected to teaching, instructors’

characteristics, and the Big Five personality traits.

Dhillon and Kaur (2023) highlighted that “Conscientiousness”

and “Extraversion” are key traits that enhance communication

through expressive and precise styles. The research suggests that

assessing personality traits can help teachers adopt suitable

teaching styles, improving student participation and academic

performance.

Moreover, Gomez, Dan (2022) suggests that certain

personality traits play a crucial role in influencing the job

performance of teachers. The results are consistent with previous

research, which has shown that personality traits such as

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conscientiousness and extra version are positively related to job

performance.

Khalilzzadeh, and Khodi (2021) stated that there is a

connection between students' motivation and personality

attributes to which the students’ qualities and motivation

subscales were shown to be significantly correlated. While

extraversion had a negative effect on students' motivation and

achievement, conscientiousness had a positive effect on students'

intrinsic motivation and knowledge.

Additionally, Lisa E. Kim, Verena Jorg & Robert M. Klassen

(2019) says that the Big Five personality traits of teachers

(conscientiousness, extraversion, agreeableness, emotional

stability, and openness) have a positive correlation with their

performance, particularly when it comes to assessments of their

instruction. Conscientiousness, extraversion, and emotional

stability, however, have a negative correlation with burnout.

Compared to self-reports, other assessments of teachers’

personalities had a stronger correlation with results. The study

highlights the practical relevance of these findings for

measuring teacher personality as well as the necessity of

employing common descriptors in teacher research.

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Teaching Methods

Rani (2024) emphasized that enhancing teaching effectiveness

involves implementing a combination of strategies that address

pedagogical techniques, classroom management, student

engagement, and professional development. Effective teaching

is not merely about imparting information; it is about

inspiring, empowering, and transforming the lives of students.

By implementing these strategies, educators can enhance their

teaching effectiveness and create meaningful learning

experiences that meet the needs of all students, foster

academic success, and promote lifelong learning.

Löper et al. (2024) found that students focus more on

teacher behavior when they perceive a positive student–teacher

relationship. The results of a structural equation model also

indicate that students’ attitudes toward peers with learning

difficulties can be significantly explained by their

perceptions of teacher behavior and their perceptions of the

quality of the student–teacher relationship in the classroom.

Radzuan et al. (2023) revealed that when the teacher’s

teaching method is not clear, students feel that mathematics

is a difficult subject in school. This affects not only their

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liking of mathematics but also their diligence, intrigue,

boredom, and self-efficacy beliefs related to mathematics. The

findings from this study showed that teaching methods

significantly affect students’ achievements. Additionally,

both student-centered and teacher-centered teaching methods

were found to be relevant for improving students' academic

performance.

Al-Taai (2021) stated that the teaching process is a

science that has its principles and rules, and it can be

observed, measured, evaluated, and then trained on its skills.

Raising the efficiency of the teacher by using effective

teaching methods leads to enhancing the overall quality of

general education, including its research aspects.

Synthesis
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The studies conducted by Laranang and Bondoc (2020),

Naungayan (2022), Moussa and Saali (2022), Wen and Dubé (2022),

and Shakya and Maharjan (2023) all explore the relationship

between students' attitudes toward mathematics and their academic

performance. A common finding across these studies is the

significant correlation between attitudes and achievement in

mathematics. Specifically, students with positive attitudes tend

to perform better, while negative attitudes or a lack of

motivation can impede academic success. For example, Laranang and

Bondoc (2020) and Naungayan (2022) reported that although

students generally exhibited positive attitudes toward

mathematics, their performance remained below proficiency levels,

suggesting that attitudes alone may not be sufficient to ensure

high achievement.

Similarly, Shakya and Maharjan (2023) found a statistically

significant positive correlation between attitudes and

achievement, further emphasizing that positive attitudes are a

strong predictor of success in mathematics. While all studies

highlight the importance of attitudes in mathematical

performance, they differ in their scope and areas of focus.

Moussa and Saali (2022) examined external factors, such as the

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role of instructors and course levels, which influence attitudes

in higher education settings. On the other hand, Wen and Dubé

(2022) addressed the decline in students' attitudes toward

mathematics during secondary education, which they suggested

could negatively affect both understanding and performance. This

contrast underscores the importance of educational context, as

secondary and higher education present unique challenges.

Moreover, Laranang and Bondoc (2020) and Naungayan (2022) focused

on demographic variables like gender, parental education, and

family income, highlighting how these factors influence students'

attitudes and their perception of mathematics as a valuable

subject. These variables in focus demonstrate that while the

relationship between attitudes and performance is widely

recognized, a comprehensive understanding requires consideration

of external factors, demographic influences, and educational

contexts.
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Chapter 3

RESEARCH METHODOLOGY

This chapter presents the methods and procedures which the

researchers will be using to attain the objectives which will

serve as guides to have systematic steps in conducting the study.

Research Design

This research will use descriptive-comparative research

design. The descriptive design will be used to assess the

respondents' gender, academic strand and their attitudes toward

mathematics. It will also examine how these factors relate to

students' perceptions of the subject. The comparative design will

help determine the influence of gender, and strand on the

attitudes of Grade 11 students at the University of Cagayan

Valley toward mathematics.

Data Gathering Tool

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The researchers will use survey questionnaires adapted and

modified from the study of Landicho, Ronnie R. (2020), entitled

"Factors Affecting Performance in General Mathematics of Grade

Eleven Students in Talumpok Integrated School: Basis for

Intervention Activities."

The questionnaire will be divided into two parts. The first

part will assess the profile variables of the respondents,

including gender and academic strand while the second part will

evaluate their attitudes toward mathematics.

To determine the factors influencing students' attitudes

toward mathematics, the researchers have modified the original

questionnaire and will use a five-point Likert scale with

corresponding descriptive values, based on the studies mentioned.

Numerical Value Descriptive Value

5 Always

4 Often

3 Rarely
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2 Sometimes

1 Never

Data Gathering Procedure

The researchers will seek permission from the Office of the

University President through the Vice President for Academics

with the recommending approval of the Dean of the Basic Education

noted by the Senior High School Principal.

Upon granting permission, the researchers will personally

ask permission from the science teachers concerned and will float

the questionnaires to the teacher-student respondents in their

respective classrooms and will retrieve it immediately after the

accomplishment.

The data will be collated, tabulated, analyzed and

interpreted by the researchers.

Respondents of the study

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The respondents of this study were Grade 11 students from

the University of Cagayan Valley, selected because they are

taking subjects like mathematics, which are important for this

research. To gather different perspectives, participants were

chosen from various academic strands within Grade 11. Their

feedback will help identify the factors that influence their

attitudes toward mathematics. The researchers used Stratified

Random Sampling to select the participants.

To have a clear understanding of the number of respondents,

the table is shown below:

Table 1. Frequency and Percentage Distribution

of respondents of the Study

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Statistical Tools

Frequency count and percentage distribution will be used in

this study to assess the profile variables of the respondents,

including gender and academic strand.

The weighted mean will be employed to evaluate the attitudes

of Grade 11 Senior High School students at the University of

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Cagayan Valley toward mathematics, considering factors such as

gender and academic strand.

To guide their responses, the students will refer to the

scale on the next page:

Numerical Values Descriptive Value

4.21-5.00 Always

3.41-4.20 Often

2.61-3.40 Rarely

1.81-2.60 Sometimes

1.00-1.80 Never

An independent samples T-test will be used to assess the

significant differences in the attitudes of Grade 11 students

toward General Mathematics when grouped by gender. This analysis

will determine whether male and female students exhibit

statistically significant variations in their attitudes toward

the subject.

A one-way ANOVA (Analysis of Variance) will be conducted to

evaluate the significant differences in students’ attitudes

toward General Mathematics when grouped by academic strand,

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interest, study habits, teacher`s personality traits, and

teaching methods. These statistical tools will provide insights

into how these variables influence students’ attitudes, enabling

the identification of areas where targeted interventions can

improve student engagement and academic performance.

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CHAPTER 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the analysis and interpretation of data.

It includes the gathered data on the respondents’ profile variables

and the factors influencing the attitudes of grade 11 students towards

general mathematics. For a systematic presentation, the order of the

statement of the problem in Chapter 1 is followed.

1. Profile Variables of the Respondents

1.1 Gender

Table 2a

Frequency Count and Percentage Distribution of the

Respondents as to Gender
Gender Frequency Percentage

Male 62 47.7

Female 68 52.3

Total 131 100%

The table above shows that majority of respondents are

female, accounting for 52.3% of the total sample, while the

remaining 62 or 47.7% are males. This indicates that respondents

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provide balanced gender representation, making the results

reliable for comparing differences in attitude toward General

Mathematics across genders.

1.2 Strand

Table 2b

Frequency Count and Percentage Distribution of the

Respondents as to Strand
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Most of the respondents came from HUMSS and STEM strands,

with each strand contributing around 15% of the sample size.

Whilst the GAS strand had the least respondents with a frequency

of 3 or a percentage of 2.99%. This reflects the difference in

academic backgrounds, which is important in understanding how a

student's strand may influence their attitude toward mathematics.

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2. What are the main factors that affects the respondent`s

attitude towards General Mathematics among the following:

2.1 Student Related Factor

2.1.1 Interest
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Table 3a

Item and Category Mean of Factors Influencing the Attitudes of

Grade 11 Students Towards General Mathematics of the
Respondents relative to Interest
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The highest rated question item 2 or “I attentively follow

math lectures” had a mean of 4.25 (Always), showing that students

are highly attentive during mathematics classes. Whilst the

lowest rated question item 7 or “If given the chance, I would

take additional mathematics courses to enhance my knowledge” only

had a mean of 3.95 (Often), suggesting that fewer students are

highly motivated to take extra mathematics classes. The Category

Mean of 4.06 reveals that students generally "often" show a

positive interest toward General Mathematics, particularly in

actively following lectures and viewing the subject as essential.

This implies that encouraging this existing interest through

creative and engaging lessons may further strengthen students'

positive attitudes and lead to improved academic performance.

Puracan, K. J. N., Tabar, M. C. P., & Peteros, E. D. (2023,

June). Math interest and performance of Grade 11 students in

General Mathematics. International Multilingual Journal of

Science and Technology (IMJST). [Link]

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2. What are the main factors that affects the respondent`s

attitude towards General Mathematics among the following:

2.2 Student Related Factor

2.2.1 Study Habits

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Table 3b

The highest rated question item 1 or “I always finish my

schoolwork” had a mean of 4.35 (Always), indicating that students

show strong responsibility toward academic tasks. On the other

hand, the lowest rated question item 3 or “I use my free time to

study or complete my work” with a mean of 3.68 (Often), implying

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that leisure activities sometimes compete with their study time.

With a Category Mean of 3.9, the table above shows that students

are observed to "often" exhibit effective study habits, such as

completing schoolwork, reviewing missed lessons, and preparing

for assessments. This implies that students already possess a

good foundation in study discipline, which educators can build

upon by providing structured academic support and encouragement.

Puracan, K. J. N., Tabar, M. C. P., & Peteros, E. D. (2023,

June). Math interest and performance of Grade 11 students in

General Mathematics. International Multilingual Journal of

Science and Technology (IMJST). [Link]

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2. What are the main factors that affects the respondent`s

attitude towards General Mathematics among the following:

2.3 Teacher-Related Factor

2.3.1 Personality Traits

Table 3c

Item and Category Mean of Factors Influencing the Attitudes of

Grade 11 Students Towards General Mathematics of the
Respondents relative to Personality Traits
Item Item Descriptiv
s e
Mean Value

1. Has a positive relationship with both teacher

4.22 Always
and student.
2. When making choices, think sharply,
- be 4.23
self Always
assured and firm.
3. Enforces
appropriate discipline and is straight
4.09 Often
about adhering to guidelines.
4. Possesses a pleasant disposition and an4.09 Often
excellent sense of humor.
5. Deserves recognition and is open to ideas
4.16and Often
viewpoints.
Category Mean 4.1 Often

The highest rated question item 2 or “When making choices,

think sharply, be self-assured and firm” had a mean of 4.23

(Always), reflecting that student highly value confident and

decisive teachers. Whilst the lowest rated question item 3 and 4

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or “Enforces appropriate discipline and is straight about

adhering to guidelines” and “Possesses a pleasant disposition and

an excellent sense of humor” both with a mean of 4.09 (Often),

indicating that although students appreciate these qualities,

they ranked them slightly lower. In the table above, the

personality traits of teachers are perceived positively by the

students, with a Category Mean score of 4.1. Students

particularly appreciate teachers who are confident, approachable,

and maintain good discipline. This implies the idea that teacher

personality plays a significant role in shaping students’ comfort

and interest in learning math, and such qualities should be

reinforced in teacher development programs.

Bediako, A., Nyatsikor, M. K., Sualihu, W., & Marmah, S. N.

(2023). Perceived effects of teacher personality traits on

students' mathematics achievement. International Journal of

Research in Innovative Studies, 7(5).

[Link]
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2. What are the main factors that affects the respondent`s

attitude towards General Mathematics among the following:

2.4 Teacher-Related Factor

2.4.1 Teaching Methods

Table 3d
Item and Category Mean of Factors Influencing the Attitudes of
Grade 11 Students Towards General Mathematics of the Respondents
relative
Items to Teaching Methods
Item Descriptive

Mean Value

1. Clearly states the lesson objectives at the 4.11 Often

beginning of each session.
2. Demonstrates a strong command of the 3.99 Often
subject.
3. Presents topics in an organized manner by 4.02 Often
following course outline.
4. Keeps up with currents trends relevant to the 3.99 Often
subject.
5. Utilizes diverse strategies, teaching aids, and 4.10 Often
techniques to deliver lessons effectively.
Category Mean 4.04 Often

The highest rated question item 5 or “Utilizes diverse

strategies, teaching aids, and techniques to deliver lessons

effectively” had a mean of 4.10 (Often), emphasizing that

students value a variety of instructional strategies. On the

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other hand, the lowest rated question item 2 and 3 or

“Demonstrates a strong command of the subject” and “Keeps up with

current trends relevant to the subject” both had a mean of 3.99

(Often), suggesting that there is room for improvement in mastery

and content relevance. Table 3d shows that students rated their

teachers’ teaching methods positively, especially in terms of

clarity, organization, and using various teaching strategies,

with a Category Mean of 4.04. This implies that effective and

well-structured teaching strategies can greatly contribute to

building positive attitudes toward math, emphasizing the need for

continuous professional development.

Godfrey, W., Silvia, N., Kazaara, A. G., Nelson, K.,

Christopher, F., Deus, T., Turyatunga, M., & Catherine, M.

(2023). The effect of teacher's instructional methods on the

learners' academic performance in mathematics subject in

secondary schools: A case study of Buwesswa Secondary School in

Manafwa District. International Journal of Academic Management

Science Research, 7(2), 100-107.

[Link]

The_Effect_Of_Teachers_Instructional_Methods_On_The_Learners_Academic
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_Performance_In_Mathematics_Subject_In_Secondary_Schools_A_Case_Stud

y_Of_Buwesswa_Secondary_School_In_Manafwa_District

Table 4

4.1 significant effect of factors that influence the

respondents’ attitude towards general mathematics when

grouped according to gender.

The table above shows no significant difference in interest,

study habits, or teaching skills between genders. However, a

significant difference was found in personality traits (p

= .012), favoring female respondents. This implies that female

students may be more affected by teachers’ personality traits

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than male students, which can be considered in designing gender

responsive classroom interactions.

Cerbito, A. F. (2020, May). Comparative analysis of

mathematics proficiency and attitudes toward mathematics of

senior high school students. International Journal of Scientific

and Research Publications, 10(5), 211–222.

[Link]

5.1 Interest

Table 5a

Test of difference on the profile of the respondents

as to Interest
Interest F Sig. Decision

Profile
Variables
Strand 2.815 .028 Reject Ho

The table above shows that there is a statistically

significant difference in interest among different strands (p =

.028). This implies that students’ academic track may influence

their interest in General Mathematics, suggesting that strategies

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to boost interest should be tailored depending on the students’

strand.

Mbeera, B. B. (2024). Study habits and mathematics proficiency of

teacher trainees in primary teachers’ training colleges in

Southwestern Uganda. East African Journal of Education Studies,

8(3), 446–462.

[Link]

[Link]

5.2 Study Habits

Table 5b

Test of difference on the profile of the respondents in Factors

Influencing the Attitude of grade 11 students towards General

Mathematics as to Study Habits

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Study Habits F Sig. Decision

Profile
Variables
Strand 4.365 .002 Reject Ho

The table above shows that Study habits vary significantly

across strands (p = .002), indicating that some students are more

consistent in their academic routines than others. This implies

the importance of designing strand-specific academic

interventions or study skills workshops to improve overall

discipline and performance in math.

5.3 Personality Traits

Table 5c

Test of difference on the profile of the respondents in Factors

Influencing the Attitude of grade 11 students towards General

Mathematics as to Personality Traits

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Personality Traits F Sig. Decision

Profile
Variables
Strand .821 .514 Accept Ho

The table above shows there’s no significant difference in

how teacher personality traits are perceived across strands (p

= .514). This implies that students from different academic

tracks have a common view of what effective teacher traits are,

making it easier to standardize good teaching practices.

Bediako, A., Nyatsikor, M. K., Sualihu, W., & Marmah, S. N.

(2023). Perceived effects of teacher personality traits on

students’ mathematics achievement: Case of some selected junior

high schools in Wenchi Municipality in Ghana. International

Journal of Research and Innovation in Social Science, 7(5).

[Link]
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5.4 Teaching Methods

Table 5d

Test of difference on the profile of the respondents

as to Teaching Skills.

Teaching Skills F Sig. Decision

Profile
Variables
Strand 1.383 .244 Accept Ho

The table above shows, there’s no significant difference was

found in students’ perceptions of teaching skills across strands

(p = .244). This implies that teaching methods are applied

consistently across different tracks, promoting equality in

instructional quality among students.

Awado, T. M., Abalos, T. J., Pelago, H. R., Morales, V.,

Torres, J. G., Milano, M. L., Hallarte, D. K., Gonzales, R., &

Gonzales, G. (2024). Impact of teaching style on perceived

mathematics achievement of elementary education preservice

teachers: The mediating roles of attitude and math self-concept.

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Discover Education, 3, Article 287.

[Link]
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Chapter 5

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary, findings, conclusions,

and recommendations that were drawn from the results of the data

gathered from the respondents.

Summary of Findings

Based on the results of the data gathered, the following were

derived:

1. Profile Variables of the Students

• The data showed that majority of the respondents are

female which comprised of a total of 52.3%, while males

make up 47.7%. This suggests that the responses offer

an equal representation of genders.

• A significant number of respondents are from the HUMSS

and STEM strands, each comprising approximately 15% of

the total sample. This highlights the diversity in

academic backgrounds, which is a key factor in

analyzing how a student’s strand may affect their

attitude toward mathematics.

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2. Factors Influencing the students’ attitude towards General

Mathematics:

• The categorical mean of the dimension interest under

student-related factor was “often,” which implies that

students show positive interest towards general

mathematics.

• The categorical mean of the dimension study habits

under student-related factor was “often,” which shows

that Grade 11 students have an effective study habit.

• The categorical mean of the dimension personality

traits under teacher-related factor was “often,” which

means that the respondents view their teachers

positively.

• The categorical mean of the dimension teaching methods

under teacher-related factors was “often,” which shows

that the teaching strategies used by teachers are well

received by grade 11 students.

Conclusion
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The results indicate that students in Grade 11 have a

generally positive attitude toward General Mathematics. The study

emphasizes that students’ perceptions and engagement with the

subject are positively influenced by both student-related

factors, such as interest and study habits, and teacher-related

factors, such as personality traits and teaching methods.

Furthermore, the respondents varied academic backgrounds-

especially those from STEM and HUMSS strands indicate that these

attitudes are shared across various fields of study. The balanced

gender representation further strengthens the reliability of the

results. Overall, these results highlight how crucial it is to

foster students’ interest, promote productive study habits, and

uphold encouraging and captivating teaching methods to improve

their attitudes toward general mathematics.

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Recommendations

Based on the findings of the study, the following

recommendations are suggested:

• Students can be encouraged to ask for help and study

regularly to improve their performance in math.

• Math Teachers should consider the role of classroom

environment and actively involve parents in General

Mathematics instruction to encourage more positive

attitudes and deeper engagement among Grade 11 students.

• Principal should implement a bi-monthly review of

General Mathematics performance data-meeting with math

teachers to identify students who are falling behind,

coordinating small-group sessions, and scheduling brief

student-parent-teacher conferences to ensure timely

support.

• Administration should develop programs and policies that

encourage students to seek help when needed and establish

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structured study routines or tutoring sessions to improve

performance in General Mathematics.

• Researchers should investigate the mechanisms through

which teacher personality traits influence students’

learning and engagement in General Mathematics, and

design targeted interventions that tailor teaching styles

to diverse personality profiles.

• Future Researchers may conduct a study focusing on

students’ attitude towards General Mathematics and its

effect on their grade in the subject.

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