Abstract:
This study dealt with the students’ mathematical beliefs and attitudes as predictors of 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 the 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 the teacher’s role, relevance, difficulty, and a 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 is quite high. Moreover, the students’ mathematical beliefs and students’
mathematical ability of New Bataan District has 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 predict 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. |
Keywords:
MAED-Teaching Mathematics, students’ mathematical beliefs, students’
mathematical attitudes, students’ mathematical ability, Philippines |
