Exploring the Correlation Between Student’s Attitudes and the Development of Mathematical Skills

This study determined the attitude toward mathematics and the development of the mathematical skills of Grade 7 students in the City of Bacoor National High School – Springville. Specifically, it examined the students' attitudes in terms of concept development, skills development, and values development, as well as their level of mathematical skill development. The study also explored the relationship between the students' attitudes and their mathematical skill levels and identified the problems faced by learners in developing their attitudes and skills. A descriptive correlational research design was employed, with data collected through a modified attitudinal scale, documentary analysis, unstructured interviews, and observation. Statistical treatments included frequency count, weighted mean, ranking, and Pearson r correlation coefficient. The findings revealed that the students had a positive attitude toward developing mathematical concepts, skills, and values. However, their level of mathematical skill development varied, with higher competence in gathering statistical data and using appropriate graphs, and lower competence in organizing data and illustrating measures of central tendency and variability. The study found a significant positive relationship between the students' attitudes and their mathematical skill levels. The key problems faced by students in developing positive attitudes were the high cost of learning materials, negative past experiences, lack of encouragement and support, and fixed mindsets about mathematical abilities. In terms of skill development, the main challenges were limited availability of learning resources, struggles with mastering basic concepts, ineffective teaching techniques, and difficulties in interpreting and translating word problems. The study concluded that the students' positive attitudes can be leveraged to engage further and motivate them while addressing the varying skill levels and identifying problems through targeted interventions. Further research is recommended to explore longitudinal trends, different instructional approaches, and the influence of various factors on attitude and skill development.