Attitude towards Mathematics and Quality of Instruction In Relation to Academic Performance: Implications for Educational Enhancement

Abstract

This study determined the relationship between students’ attitude toward mathematics, perceived quality of mathematics instruction, and academic performance among Grade 11 students in one private high school in Negros Occidental during the School Year 2026–2027. Specifically, the study examined students’ attitude toward mathematics in terms of enjoyment, fear, anxiety and distress, use of mathematics in everyday life, and perceived mathematics achievement. It also assessed the perceived quality of mathematics instruction based on teacher support, disciplinary climate, encouragement of mathematical thinking, and fostering reasoning. In addition, the study determined the level of students’ academic performance and examined whether significant relationships existed among attitude toward mathematics, quality of mathematics instruction, and academic performance. The study employed a descriptive-correlational research design to describe the variables and determine the relationships among them without manipulating any variable. Data were gathered using adopted and modified survey questionnaires that measured students’ attitudes toward mathematics and their perceptions of the quality of mathematics instruction. Students’ academic performance was determined using their final mathematics grades. The collected data were analyzed using descriptive statistics and Spearman’s rank-order correlation to determine the levels of the variables and the significance of their relationships.