Students’ Attitudes and Academic Achievement in Mathematics in the Modern World (MMW): A Correlational Analysis

Aims: This study aims to examine the relationship between students’ attitudes toward mathematics and their academic achievement in Mathematics in the Modern World (MMW) at the University of Eastern Philippines. It seeks to determine whether a positive attitude significantly influences students' performance in MMW. Study Design: A descriptive-correlational research design was employed, with the descriptive method used to characterize students’ attitudes toward mathematics and their achievement, while the correlational approach assessed the relationship between these two variables. Place and Duration of Study: The study was conducted at the University of Eastern Philippines, during the second semester of the 2024–2025 academic year. Methodology: The study utilized proportional sampling, involving 310 students enrolled in MMW. A structured questionnaire was used for data collection, consisting of two sections: a checklist on students’ attitudes toward mathematics, adapted from Bangalan and Hipona, and a 40-item achievement test, covering the four mandated topics in MMW, adapted from Garcia. Statistical analyses, including the Pearson correlation, were conducted to determine the significance of the relationship between attitudes and achievement. Results: Findings revealed that students generally hold a positive attitude toward mathematics, with an overall mean attitude score of 3.524 (SD = 0.4808), interpreted as positive. The students' achievement in MMW was categorized as satisfactory, with a mean score of 19.00 (SD = 7.638). A significant positive correlation (r = .386, p < .01) was found between students’ attitudes and their academic achievement, indicating that students with more favorable perceptions of mathematics tend to achieve higher scores in MMW. Conclusion: The study underscores the importance of fostering positive attitudes toward mathematics to enhance academic achievement. It recommends interactive teaching methodologies, confidence-building initiatives, curriculum integration of practical applications, and individualized learning support to improve student engagement and mathematical proficiency. These findings reinforce the need for strategic educational interventions to optimize learning outcomes in mathematics.