The Mediating Role of Mathematics Proficiency on the Relationship Between Mathematics Instruction and Attitudes Toward Learning Mathematics

The growing concern about students’ attitudes toward mathematics and their overall proficiency continues to challenge educational institutions in fostering effective learning environments. This quantitative non-experimental study aimed to determine the mediating effect of mathematics proficiency on the relationship between perceived quality of mathematics instruction and students’ attitudes toward learning mathematics. The study involved 285 non-licensure track students selected from a population of 991 enrolled in Mathematics in the Modern World at Kapalong College of Agriculture, Sciences, and Technology (KCAST) during the Academic Year 2023–2024. These students were enrolled in non-board degree programs, specifically, the Bachelor of Science in Business Administration and the Bachelor of Science in Office Administration, which do not require professional licensure upon graduation. The sample size was determined using Slovin’s formula with a 0.05 margin of error, and participants were selected through stratified random sampling with proportional allocation. Data were analyzed using descriptive statistics, correlation analysis, and mediation analysis through Structural Equation Modeling (SEM). Results revealed that mathematics instruction was rated very high, while proficiency and attitudes were high. A weak but significant correlation was found between proficiency and attitudes (r = .181), and the indirect mediation effect was non-significant. Thus, instructional quality appears to influence student attitudes independently of proficiency. Findings highlight the need for educators to prioritize instructional strategies that improve attitudes even among students with low proficiency.