EXPLORING STUDENT ATTITUDES TOWARD GEOMETRY AND ACADEMIC ACHIEVEMENT: BASIS FOR INSTRUCTIONAL MATERIAL DEVELOPMENT

This study examined the relationship between students' attitudes toward the subject geometry and their academic achievement, employing a descriptive-correlational research design. The participants were 24 Grade 8 students from University of Northern Philippines, College of Teacher Education – Laboratory Schools who are enrolled during the 2023–2024 school year. A 15-item questionnaire was used to assess the students' attitudes, while their academic achievement was determined based on their third-quarter grades in geometry. The findings revealed that most students exhibited a generally positive attitude toward the subject geometry, appreciating its logical structure and practical applications, with only a less number of students expressing negative attitudes. Statistical analysis indicated a significant positive correlation between students' favorable attitudes and their satisfactory performance in geometry. Based on these findings, the study recommends integrating interactive teaching strategies and real-life applications to further engage students and enhance their understanding of geometry. Furthermore, it emphasizes the importance of continuous professional development for teachers and the provision of counseling and support services to address students' negative perceptions of the subject. These insights provide a basis for the development of instructional materials aimed at fostering improved attitudes and academic achievement in geometry.