THE INTERRELATED EFFECT OF SCHOOL CONTEXT DOMAINS ON THE MATHEMATICS PRODUCTIVE DISPOSITION OF JUNIOR HIGH SCHOOL STUDENTS

This study was conducted to determine the significant effect of School Context domains on the Mathematics Productive Disposition. A predictive- correlation research design was used in this study. The respondents of this research study were 244 junior high school students in Kapatungan National High School, who were identified using stratified random sampling and fishbowl draw or lottery method. The researchers utilized a questionnaire adopted from Akey (2006) for the School Context, and the second instrument, the mathematics productive disposition questionnaire was adopted from Awofala (2022). Mean, Pearson r and Multiple Linear Regression were used as statistical tools to attain this study's objectives. Results revealed that the School Context and Mathematics Disposition of the respondents was high. This means that the School Context and Productive disposition of the was evident in Kapatungan National High School. There is also a strong positive relationship between School Context and Productive disposition. Lastly, predictors of School Context namely, Active Learning Strategy, student-to-student interaction, and Making Connections and Extension have significant effects on the Mathematics Productive Disposition of the students and can be modeled using the Y=0.172X1+ 0.214X2+0.158X3+5.069.