Attitude and Performance in Mathematics I of Bachelor of Elementary Education Students: A Correlational Analysis

Gener S. Subia, Lily G. Salangsang, Hernina B. Medrano


This paper determines the relationship between attitude and performance in Mathematics of 105 Bachelor of Elementary Education (BEEd) freshman students by using correlational research with the questionnaire as the main instrument. The study found that the performance in Mathematics I of the respondents was below average. Their attitudes are significantly correlated with their performance in Mathematics I. The higher their positive attitude, the higher their performance (r=.792**, p<0.01), whereas the higher their negative attitude the lower their performance (r= -.940**, p<0.01). Further, the respondents believe that working with Mathematics problems will make them better critical thinkers and they assume that they have more chance of becoming successful in life if they are good in Mathematics. However, the respondents consider Mathematics as the most difficult subject. They were scared of Mathematics problems and easily give up with answering when they cannot solve them. The overall result revealed that the respondents exhibit negative attitude towards Mathematics. The significant findings of this study provide valuable information for Mathematics teachers, administrators and curriculum planners to enhance policies and pedagogies relating to Mathematics instruction.


Attitude; Elementary Education; Math Anxiety; Performance in Mathematics I.

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