Abstract
This study dealt with the students’ mathematical beliefs and attitudes as predictors to students’ mathematical ability of New Bataan District. The study's main goal is to determine the impact of mathematical beliefs and attitudes on students' mathematical ability in New Bataan District, using a research design that is quantitative and predictive-correlational with regression analysis and a total of 270 respondents among junior high school students from the district's eight secondary schools. The Mean, Pearson r, and Multiple Regression Analysis were the measurable instruments used in this study. The mathematical beliefs of students were discovered to be a strong predictor of their mathematical abilities in the New Bataan district in terms of teacher’s role, relevance, difficulty, and high degree of competence. Furthermore, the results revealed that in terms of confidence, importance, and engagement, students' mathematical attitudes as a predictor of students' mathematical ability in the New Bataan district are quite high. Moreover, the students’ mathematical beliefs and students’ mathematical ability of New Bataan District have a significant relationship. Also, the students’ mathematical attitudes and students’ mathematical ability of New Bataan District have a significant relationship. Only teacher’s role out of four domains of students’ mathematical beliefs predicts students’ mathematical ability. No domains of students’ mathematical attitudes predicts students’ mathematical ability. As a result, the higher a student's mathematical ability, the better his or her mathematical beliefs and attitudes about mathematics are.
Published Version
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