Attitude Towards Mathematics in Relation to Academic Performance of Grade 11 Students

This study aimed to determine the attitude towards Mathematics in relation to academic performance of Grade 11 students of Liceo De La Salle – Senior High School during the first quarter of school year 2018-2019. Descriptive-correlational research design employing the survey method was used. Three hundred thirteen students of Liceo De La Salle were the target participants. The Attitude Towards Mathematics Inventory (ATMI) by Tapia and Marsh (2004) was used to determine their level of attitude towards Mathematics, while their first quarter grades in General Mathematics were secured to determine their academic performance. Data gathered were tabulated and analyzed using Chi-square test and Analysis of Variance (ANOVA). Results revealed that the students’ attitude towards Mathematics when taken as a whole was neutral (m=3.40). Students from the STEM strand have positive attitude towards Mathematics (m=3.57). Likewise, male students have positive attitude towards Mathematics (m=3.53). Their academic performance in Mathematics as a whole was very satisfactory (m=86.25). STEM students’ academic performance was outstanding (m=90.27), ABM and HUMSS students obtained satisfactory mean scores (m=83.28; m=82.72), while TVL and HUMSS revealed fairly satisfactory mean scores (m=79.82; m=79.00). There is a significant relationship between the level of attitude towards Mathematics and their chosen strand. Furthermore, there exists a significant relationship between their attitude towards Mathematics and their academic performance in Mathematics. Lastly, there is a significant difference between their academic performance and their chosen strand