Post-Pandemic Study Between the Students’ Attitude Towards
Mathematics and their Level of Mastery on the Fundamental
Operations of Integers
Jonabel A. Pacto, Malbert P. Bucog, Evelyn Lahoy-lahoy
Cebu Technological University – Main Campus
Received: 24 November 2025; Accepted: 01 December 2025; Published: 10 December 2025
ABSTRACT
This study examined the relationship between students’ attitudes toward mathematics and their mastery of the
fundamental operations of integers in the post-pandemic context. Using a descriptive-correlational research
design, data were gathered from 146 Grade 7 students across three public secondary schools in Mandaue City,
Philippines during the 2022–2023 school year. Students’ attitudes were measured using the Attitude Toward
Mathematics Inventory (ATMI), while their mastery of integer operations was assessed using the Integer Test
of Primary Operations (ITPO). Descriptive results showed that students generally exhibited a neutral attitude
toward mathematics in terms of self-confidence, enjoyment, and motivation, while demonstrating a positive
attitude toward the value of mathematics. In contrast, the majority of students (73.97%) performed at the
Beginning level in integer operations, indicating substantial learning gaps following the pandemic. Spearman’s
rho revealed a statistically significant but weak positive correlation between students’ attitudes toward
mathematics and their mastery of integer operations (rs = 0.181, p = .029). This suggests that although students
with more positive attitudes tend to show higher mastery, attitude alone explains only a small portion of
performance variance. The findings highlight the need to strengthen both cognitive and affective dimensions of
mathematics learning through targeted instructional interventions. Improving foundational skills while
simultaneously fostering confidence, enjoyment, and motivation may better support student recovery from
pandemic-related learning losses.
Keywords— Teaching Mathematics, Attitude, Mastery Level, Descriptive-Correlational, Mandaue City, Cebu,
Philippines
INTRODUCTION
The COVID-19 pandemic disrupted traditional schooling and forced an abrupt shift to remote learning, resulting
in substantial learning loss and diminished student engagement, particularly in mathematics. Limited interaction,
unequal access to technology, and reduced instructional supervision contributed to gaps in students’
understanding of foundational mathematical concepts. As schooling resumed onsite, these deficits became more
visible, especially in competencies requiring fundamental numerical skills such as the operations of integers.
Mastery of integer operations is essential because it underpins more advanced mathematical ideas, including
algebraic reasoning, functional relationships, and problem solving (Van de Walle, Karp, & Bay-Williams, 2013).
Deficiencies at this foundational level hinder students’ progression to higher mathematics and related STEM
fields, where negative number reasoning is indispensable (Nurnberger-Haag, Kratky, & Karpinski, 2022).
Student attitudes toward mathematics are a critical but often underexamined factor influencing achievement.
Attitude encompasses learners’ beliefs, emotions, and dispositions toward the subject, shaping motivation,
engagement, and performance (Mazana, Montero, & Casmir, 2019). The Expectancy–Value Theory posits that
learners’ success expectations and perceived value of tasks significantly affect their behavior and academic
outcomes (Eccles & Wigfield, 2020). Likewise, Stimulus–Response theory underscores how feedback,
reinforcement, and learning experiences contribute to the development of either positive or negative dispositions
toward mathematics (Thorndike, 1898). Constructivist perspectives further highlight that learners actively
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