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

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.

Attitude toward mathematics, quality of mathematics instruction, academic performance, Grade 11 students, descriptive-correlational research

1. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer Science & Business Media. [Google Scholar] [Crossref]

2. Mercer, N., Wegerif, R., & Major, L. (2022). The Routledge International Handbook of Research on Dialogic Education (2nd ed.). Routledge. [Google Scholar] [Crossref]

3. OECD. (2023). PISA 2022 results: Learning during and beyond disruption. OECD Publishing. [Google Scholar] [Crossref]

4. Piaget, J. (1972). The psychology of the child. Basic Books. [Google Scholar] [Crossref]

5. UNESCO. (2023). Global education monitoring report 2023. UNESCO. [Google Scholar] [Crossref]

6. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press [Google Scholar] [Crossref]

7. Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211. https://doi.org/10.1016/0749-5978(91)90020-T [Google Scholar] [Crossref]

8. Alolong, J. (2025). Factors affecting the academic achievement in mathematics of Grade 10 students. International Journal of Research and Innovation in Social Science, 9(1), 1–12. [Google Scholar] [Crossref]

9. Alova, C. A. R. (2021). Value of mathematics for Filipino Grade 11 students. Academia Letters, Article 3685. https://doi.org/10.20935/AL3685 [Google Scholar] [Crossref]

10. Bautista, R., Cruz, M., & Santos, K. (2025). Factors affecting the academic achievement in mathematics of Grade 10 students. International Journal of Research and Innovation in Social Science, 9(1), 13–24. [Google Scholar] [Crossref]

11. Barroso, C., Ganley, C. M., McGraw, A. L., Geer, E. A., Hart, S. A., & Daucourt, M. (2021). A meta-analysis of the relation between math anxiety and math achievement. Psychological Bulletin, 147(2), 134–168. https://doi.org/10.1037/bul0000307 [Google Scholar] [Crossref]

12. Calingayan, F. (2025). Attitude towards mathematics and academic performance of senior high school: Basis for an intervention program. Journal of Interdisciplinary Perspectives, 3(5), 325–336. https://doi.org/10.69569/jip.2025.116 [Google Scholar] [Crossref]

13. https://doi.org/10.1016/0749-5978(91)90020-T [Google Scholar] [Crossref]

14. Caluza, M. (2020). Relationship between attitude of teachers to mathematics and students’ performance in the subject. Journal of Education and Research, 8(12), 2857–2868. [Google Scholar] [Crossref]

15. Camillo, M. A., & Balandra, C. B. (2021). Parental involvement, students’ engagement, and performance in mathematics: A path analysis. SPAMAST Research Journal. [Google Scholar] [Crossref]

16. Caviola, S., Toffalini, E., Giofrè, D., Mercader Ruiz, J., Szűcs, D., & Mammarella, I. C. (2022). Math performance and academic anxiety forms, from sociodemographic to cognitive aspects: A meta-analysis on 906,311 participants. Educational Psychology Review, 34, 363–399. https://doi.org/10.1007/s10648-021-09618-5Conference on Positive Conditions for Mathematics Learning. (2020). Positive conditions for mathematics learning: An overview of the research. Journal for Effective Mathematics Instruction, 16(1), 1–15.https://doi.org/10.20935/AL3685 [Google Scholar] [Crossref]

17. Daucourt, M. C., Napoli, A. R., Quinn, J. M., Wood, S. G., & Hart, S. A. (2021). The home math environment and math achievement: A meta-analysis. Psychological Bulletin, 147(6), 565–596. https://doi.org/10.1037/bul0000311 [Google Scholar] [Crossref]

18. De-la-Peña, C., Fernández-Cézar, R., & Solano-Pinto, N. (2021). Attitude toward mathematics of future teachers: How important are creativity and cognitive flexibility? Frontiers in Psychology, 12, 713941. https://doi.org/10.3389/fpsyg.2021.713941 [Google Scholar] [Crossref]

19. Doño, M. J. A., & Mangila, B. B. (2021). Mathematics teacher’s engagement and students’ motivation to learn mathematics. Infinity Journal of Mathematics Education, 10(2), 285–300. https://doi.org/10.22460/infinity.v10i2.p285-300 [Google Scholar] [Crossref]

20. Emanet, A., & Kezer, F. (2021). The effects of student-centered teaching methods used in mathematics courses on mathematics achievement, attitude, and anxiety: A meta-analysis study. Participatory Educational Research, 8(2), 240–259.https://doi.org/10.1037/bul0000307 [Google Scholar] [Crossref]

21. Fernandez, R., et al. (2023). Instructional quality and student achievement in mathematics education. Journal of Mathematics Education Research. [Google Scholar] [Crossref]

22. Fernández-Cézar, R., Solano-Pinto, N., & Garrido, D. (2021). Can mathematics achievement be predicted? The role of cognitive–behavioral–emotional variables. Mathematics, 9(14), 1591.https://doi.org/10.69569/jip.2025.116 [Google Scholar] [Crossref]

23. García, L., & Reyes, J. (2023). Determinants in mathematics performance of Grade 10 students. Russian Law Journal, 11(1), 3490–3507. [Google Scholar] [Crossref]

24. Hernández de la Hera, J. M., Morales-Rodríguez, F. M., Rodríguez-Gobiet, J. P., & Martínez-Ramón, J. P. (2023). Attitudes toward mathematics/statistics, anxiety, self-efficacy and academic performance: An artificial neural network. Frontiers in Psychology, 14, 1214892. https://doi.org/10.3389/fpsyg.2023.1214892 [Google Scholar] [Crossref]

25. Hidayatullah, A., & Csíkos, C. (2024). The role of students' beliefs, parents' educational level, and the mediating role of attitude and motivation in students' mathematics achievement. The Asia-Pacific Education Researcher, 33, 253–262. https://doi.org/10.1007/s40299-023-00753-2 [Google Scholar] [Crossref]

26. Kim, J., Lee, H., & Park, S. (2021). Classroom environment and academic achievement among secondary students. International Journal of Educational Studies. [Google Scholar] [Crossref]

27. Lachica, J. (2024). Parental involvement in learning mathematics of students in relation to attitude and academic performance. Psychology and Education: A Multidisciplinary Journal, 23(3). https://doi.org/10.5281/zenodo.10937486 [Google Scholar] [Crossref]

28. https://doi.org/10.1007/s10648-021-09618-5 [Google Scholar] [Crossref]

29. Liu, X., Hansen, K. Y., Valcke, M., et al. (2024). A decade of PISA: Student perceived instructional quality and mathematics achievement across European countries. ZDM Mathematics Education, 56, 859–891. [Google Scholar] [Crossref]

30. Magulod, G. C., Jr. (2020). Self-perceived and actual competencies of senior high school students in General Mathematics. Cogent Education, 7(1), 1779505. https://doi.org/10.1080/2331186X.2020.1779505 [Google Scholar] [Crossref]

31. Ng, P. K., & Karjanto, N. (2023). Enhancing academic performance: The impact of active learning in mathematical economics. [Google Scholar] [Crossref]

32. Oracion, Q. G., & Abina, I. L. S. (2021). The mediating effect of students’ attitude to student career aspiration and mathematics achievement. Journal of Research and Advances in Mathematics Education, 6(3), 158–173.https://doi.org/10.1037/bul0000311 [Google Scholar] [Crossref]

33. Russo, J., Kalogeropoulos, P., & Roche, A. (2023). Exploring underachieving students’ views of, and attitudes towards, mathematics across stage of schooling. International Journal of Mathematics Education. [Google Scholar] [Crossref]

34. Santillan, J. K. T., & Bearneza, F. J. D. (2023). Extent of parents’ involvement and levels of attitude and achievement of students in mathematics. International Journal of Social Science and Human Research, 6(2), 1120–1124.https://doi.org/10.3389/fpsyg.2021.713941 [Google Scholar] [Crossref]

35. Santos, K., Ramos, P., & Dela Torre, J. (2025). A correlational study of attitudes toward mathematics, study habits, and academic performance of Grade 10 students. International Journal of Research and Innovation in Social Science, 9(7), 45–58. [Google Scholar] [Crossref]

36. Sari, N., et al. (2022). Students’ attitudes toward mathematics and academic achievement: A correlational study. International Journal of Instruction.https://doi.org/10.22460/infinity.v10i2.p285-300 [Google Scholar] [Crossref]

37. Schukajlow, S. (2022). Teaching quality and mathematics learning outcomes. Mathematics Education Review. [Google Scholar] [Crossref]

38. Vacalares, A. B., Elbanbuena, C. O., & Comon, J. D. (2024). Differentiated instructional practices and academic performance in mathematics. European Modern Studies Journal, 8(4), 199–233. https://doi.org/10.59573/emsj.8(4).16 [Google Scholar] [Crossref]

39. Villanueva, P. (2018). Competency of Grade 10 mathematics teachers. Journal of Education and Management Studies, 3(1), 1–15. [Google Scholar] [Crossref]

40. Yildiz, A., et al. (2021). The role of mathematics attitude in predicting academic success. European Journal of Educational Research. [Google Scholar] [Crossref]

41. York, T. T., Gibson, C., & Rankin, S. (2015). Defining and measuring academic success. Practical Assessment, Research, and Evaluation, 20(5). https://doi.org/10.7275/hz5x-tx03 [Google Scholar] [Crossref]

42. Putwain, D. W., Schmitz E. A., Wood P., & Pekrun, R. (2021). The role of achievement emotions in primary school mathematics: Control-value antecedents and achievement outcomes. British Journal of Educational Psychology, 91(1), 347-67. http://doi.org/10.111/bjep.12392 [Google Scholar] [Crossref]

43. Quintero, M., Hasty, L., Li, T., Song, S., & Wang, Z. (2022). A multidimensional examination of math anxiety and engagement on math achievement. British Journal of Educational Psychology, 92(3), 955–973. https://doi.org/10.1111/bjep.12482 [Google Scholar] [Crossref]

44. Schukajlow, S., Blomberg, J., Rellensmann, J., & Leopold, C. (2021). Do emotions and prior performance facilitate the use of the learner-generated drawing strategy? Contemporary Educational Psychology, 65, 101967. https://doi.org/10.1016/j.cedpsych.2021.101967 [Google Scholar] [Crossref]

45. Khasawneh, E., Gosling, C., & Williams, B. (2021). What impact does maths anxiety have on university students? BMC Psychology, 9, Article 37. https://doi.org/10.1186/s40359-021-00534-8 [Google Scholar] [Crossref]

46. Oclarit, R. P., Daguplo, M. S., & Casinillo, L. F. (2021). Contextual learning: The use of authentic materials in teaching inductively dimensional mathematics. Review of Socio-Economic Research and Development Studies, 5(1), 23–39. https://doi.org/10.3389/fpsyg.2023.1214892 [Google Scholar] [Crossref]

47. López, A. (2026). Improving Grade 10 students’ performance in mathematics through mentoring [Google Scholar] [Crossref]

48. Williams, T., & Johnson, R. (2020). Attitude and performance in mathematics [Working paper]. Munich Personal RePEc Archive. https://doi.org/10.1007/s40299-023-00753-2 [Google Scholar] [Crossref]

49. Bhandari, P. (2023). Correlational research: When and how to use it. Department of Education, Negros Occidental Division. (2025). Public dashboard: Negros Occidental, NIR. Negros Occidental Schools Dashboard. [Google Scholar] [Crossref]

50. McCombes, S. (2022). Descriptive research design: Definition, methods and examples. Organisation for Economic Co-operation and Development (OECD). (2023). PISA 2022 Results (Volume I): The State of Learning and Equity in Education. OECD Publishing. [Google Scholar] [Crossref]

51. Kim, J., Lee, H., & Park, S. (2021). Classroom environment and academic achievement among secondary students. International Journal of Educational Studies. [Google Scholar] [Crossref]

52. Lachica, J. (2024). Parental involvement in learning mathematics of students in relation to attitude and academic performance. Psychology and Education: A Multidisciplinary Journal, 23(3). https://doi.org/10.5281/zenodo.10937486 [Google Scholar] [Crossref]

53. Liu, X., Hansen, K. Y., Valcke, M., et al. (2024). A decade of PISA: Student perceived instructional quality and mathematics achievement across European countries. ZDM Mathematics Education, 56, 859–891. [Google Scholar] [Crossref]

54. Magulod, G. C., Jr. (2020). Self-perceived and actual competencies of senior high school students in General Mathematics. Cogent Education, 7(1), 1779505. https://doi.org/10.1080/2331186X.2020.1779505 [Google Scholar] [Crossref]

55. Ng, P. K., & Karjanto, N. (2023). Enhancing academic performance: The impact of active learning in mathematical economics. [Google Scholar] [Crossref]

56. Oracion, Q. G., & Abina, I. L. S. (2021). The mediating effect of students’ attitude to student career aspiration and mathematics achievement. Journal of Research and Advances in Mathematics Education, 6(3), 158–173. [Google Scholar] [Crossref]

57. Russo, J., Kalogeropoulos, P., & Roche, A. (2023). Exploring underachieving students’ views of, and attitudes towards, mathematics across stage of schooling. International Journal of Mathematics Education. [Google Scholar] [Crossref]

58. Santillan, J. K. T., & Bearneza, F. J. D. (2023). Extent of parents’ involvement and levels of attitude and achievement of students in mathematics. International Journal of Social Science and Human Research, 6(2), 1120–1124. [Google Scholar] [Crossref]

59. Santos, K., Ramos, P., & Dela Torre, J. (2025). A correlational study of attitudes toward mathematics, study habits, and academic performance of Grade 11 students. International Journal of Research and Innovation in Social Science, 9(7), 45–58. [Google Scholar] [Crossref]

60. Sari, N., et al. (2022). Students’ attitudes toward mathematics and academic achievement: A correlational study. International Journal of Instruction. [Google Scholar] [Crossref]

61. Schukajlow, S. (2022). Teaching quality and mathematics learning outcomes. Mathematics Education Review. [Google Scholar] [Crossref]

62. Vacalares, A. B., Elbanbuena, C. O., & Comon, J. D. (2024). Differentiated instructional practices and academic performance in mathematics. European Modern Studies Journal, 8(4), 199–233. https://doi.org/10.59573/emsj.8(4).16 [Google Scholar] [Crossref]

63. Villanueva, P. (2018). Competency of Grade 11 mathematics teachers. Journal of Education and Management Studies, 3(1), 1–15. [Google Scholar] [Crossref]

64. Yildiz, A., et al. (2021). The role of mathematics attitude in predicting academic success. European Journal of Educational Research. [Google Scholar] [Crossref]

65. York, T. T., Gibson, C., & Rankin, S. (2015). Defining and measuring academic success. Practical Assessment, Research, and Evaluation, 20(5). https://doi.org/10.7275/hz5x-tx03 [Google Scholar] [Crossref]

66. Putwain, D. W., Schmitz E. A., Wood P., & Pekrun, R. (2021). The role of achievement emotions in primary school mathematics: Control-value antecedents and achievement outcomes. British Journal of Educational Psychology, 91(1), 347-67. http://doi.org/10.111/bjep.12392 [Google Scholar] [Crossref]

67. Quintero, M., Hasty, L., Li, T., Song, S., & Wang, Z. (2022). A multidimensional examination of math anxiety and engagement on math achievement. British Journal of Educational Psychology, 92(3), 955–973. https://doi.org/10.1111/bjep.12482 [Google Scholar] [Crossref]

68. Schukajlow, S., Blomberg, J., Rellensmann, J., & Leopold, C. (2021). Do emotions and prior performance facilitate the use of the learner-generated drawing strategy? Contemporary Educational Psychology, 65, 101967. https://doi.org/10.1016/j.cedpsych.2021.101967 [Google Scholar] [Crossref]

69. Khasawneh, E., Gosling, C., & Williams, B. (2021). What impact does maths anxiety have on university students? BMC Psychology, 9, Article 37. https://doi.org/10.1186/s40359-021-00534-8 [Google Scholar] [Crossref]

70. Oclarit, R. P., Daguplo, M. S., & Casinillo, L. F. (2021). Contextual learning: The use of authentic materials in teaching inductively dimensional mathematics. Review of Socio-Economic Research and Development Studies, 5(1), 23–39. [Google Scholar] [Crossref]

71. López, A. (2026). Improving Grade 11 students’ performance in mathematics through mentoring [Unpublished manuscript]. [Google Scholar] [Crossref]

72. Williams, T., & Johnson, R. (2020). Attitude and performance in mathematics [Working paper]. Munich Personal RePEc Archive. [Google Scholar] [Crossref]

73. Bhandari, P. (2023). Correlational research: When and how to use it. Department of Education, Negros Occidental Division. (2025). Public dashboard: Negros Occidental, NIR. Negros Occidental Schools Dashboard. [Google Scholar] [Crossref]

74. McCombes, S. (2022). Descriptive research design: Definition, methods and examples. Organisation for Economic Co-operation and Development (OECD). (2023). PISA 2022 Results (Volume I): The State of Learning and Equity in Education. OECD Publishing. [Google Scholar] [Crossref]

• Interplay of Students’ Emotional Intelligence and Attitude toward Mathematics on Performance in Grade 10 Algebra
• Numerical Simulation of Fitzhugh-Nagumo Dynamics Using a Finite Difference-Based Method of Lines
• Fixed Point Theorem in Controlled Metric Spaces
• Usage of Moving Average to Heart Rate, Blood Pressure and Blood Sugar
• Exploring Algebraic Topology and Homotopy Theory: Methods, Empirical Data, and Numerical Examples