ATTITUDE OF GRADE 8 STUDENTS OF RAMON TORRES NATIONAL HIGH

SCHOOL TOWARDS MATHEMATICS

A Project Paper
to be presented in the
University of St. La Salle-Project Free Program
Bacolod City

In Partial Fulfillment
of the requirements for the Degree
Masters of Education in Mathematics

A.J.AN G. VILLAR, LPT

 APPROVAL SHEET

The research entitled “ATTITUDE OF GRADE 8 STUDENTS OF RAMON

TORRES NATIONAL HIGH SCHOOL TOWARDS MATHEMATICS” presented by
A.j.an G. Villar, in partial fulfillment of the requirements for the degree of Master in
Education major in Mathematics of the University of St. La Salle Graduate Program has
been evaluated and approved by the panel of evaluators.

PANEL OF EVALUATORS

JANICE A. BOLEN, PhD

Chair

                
Member Member

NOVA ZAMORA, PhD

Adviser

DIANA MAY PEÑA

Professor

INTRODUCTION
Background of the Study
In any culture of the different countries around the world, it is a widespread stereotype
that Mathematics is linked among adult males, with the perception that “Math is for males”,
which resulted in the underrepresentation of women in the field of science, engineering and
mathematics. The perception of the society about gender on the Math skills among boys and girls
leads to the difference in the identification of their skills and interests at their very young ages.
(Cvencek et al., 2015)
Most researchers had reported that boys have more positive self-concept than girls in
Mathematics (Kamoru & Ramon, 2017) It was also observed that boys outperform girls in
standardized test in Math, but girls perform better when specific tests are given to measure their
knowledge and understanding on the topics discussed (Ganley et al., 2013; Spencer et al., 1999)
According to Bonz Magsambol, (2020) Filipino students lagged behind other countries in
the international assessment for mathematics and science for Grade 4, the Trends in International
Mathematics and Science Study 2019 (TIMSS) revealed this last December 8, 2020. The
Philippines only scored 297 in mathematics and 249 in science, which are “significantly lower”
than other participating countries. The country also scored the lowest among all 58 participating
countries for both tests. The Philippines only participated in the Grade 4 assessment for this
cycle. TIMSS is an assessment given to Grade 4 and 8.
The Ramon Torres National High School Mean Percentage Score (MPS) for school year
2019-2020 is 83%. Grade 8 got the overall score of 78, and mathematics got the lowest score that
is 56 and the highest goes to TLE at fabulous 94.   
The data shows that Mathematics is really a very tough subject to learn.  So many
questions that may arise. The real problem may be the subject, the teacher or the attitude of the
students. 
Every classroom in a school has licensed professional teachers. Since teachers are
licensed, they undergo examinations and years of learning before they teach. Teachers may not
be the reason for being tough on Mathematics, they help students to understand Mathematics. 
Lastly, the attitude of students towards mathematics is not yet determined in
Ramon Torres National High School. This research may answer the question about the attitude
of students.
     This study will determine the attitude of Grade 8 students of Ramon Torres National High
School towards Mathematics.  This will also answer the questions on the attitude of students
particularly of Grade 8 students of RTNHS towards Mathematics.
Attitude toward Mathematics plays a crucial role in the teaching and learning
process of Mathematics. It affects students’ achievement in mathematics. The teaching method,
the support of the structure of the school, the family and students’ attitude towards school affects
the attitude towards mathematics. Usually, the way that mathematics is presented in the
classroom and perceived by students, even when teachers believe that they are presenting it in an
authentic and context dependent way stands to alienate many students from mathematics
(Barton, 2000; Furinghetti and Pekhonen, 2002). Researchers concluded that a positive attitude
towards mathematics leads students towards success in mathematics. Attempting to improve
attitude towards Mathematics at a lower level provides a base for higher studies in mathematics.
It also causes effect in achievement of mathematics at secondary school level (Ma and Xu, 2004)
Statement of the Problem 
This study aims to determine the attitude of Grade 8 students of Ramon Torres National High
School towards Mathematics.              
  Specifically, this study intends to answer the following objectives:
1. What is the profile of the participants in terms of sex?
2. What is the degree of students’ attitude towards Mathematics?
3. Is there a significant difference in the degree of students’ attitude towards Mathematics
when group according to sex?
4. Based on the findings of the study, what interventions can be proposed?

Hypothesis 
Ho: There is no significant difference in the degree of students’ attitude towards
Mathematics when group according to sex.

Ha: There is a significant difference in the attitude of Grade 8 students towards

Mathematics when they are group according to sex.

Theoretical framework
Anthony Greenwald,1968 “On defining Attitude and Attitude Theory”, for the purpose of
integrating attitude theory with other areas of psychological theory, the preferred idea of attitude
theory is organized around the concept of attitude as a trichotomy consisting of cognitions,
emotions, and action tendencies. The four areas of psychological theory that become relevant to
the study of attitudes are identified. Learning theory offers  an account theory of the processes
involved in storing the residues of direct and symbolic experience. Behavior theory accounts for
performance as a function of learned habits, cognitions and emotions. Theory of cognitive
information processing explains the transformations in information input that occur prior to
information storage as a cognition component of attitude. Theory of component interaction
explains the transformation that occurs in attitude components (particularly cognitions)
subsequent to storage. These four areas of theory can be reduced to two, learning-behavior
theory and cognitive integration theory.
A set of emotions, beliefs, and behaviors toward any object, person, thing, or event are
defined as an attitude in psychology. Attitudes are frequently formed as a result of personal
experience or upbringing, and they can have a major impact on the behavior. While opinions can
last a lifetime, they can also change. Attitudes are defined by psychologists as an acquired
tendency to judge things in a particular way. People, issues, objects, and events can all be
evaluated in this way. These assessments are frequently positive or negative, but they can also be
ambiguous at times. There are 3 components of attitude. The cognitive component is your
thoughts and beliefs about the subject. The affective component is how the object, person,
issues,  event makes you feel. The behavioral Component is how attitude influences your
behavior. (Kendra Cherry, 2021)
     Cvencek et al. (2015) studied the gender identity, Math – gender stereotypes, Math self-
concepts and Math achievement of Singaporean elementary students. Students were asked to
answer the Child Implicit Association Tests (Child IAT) and the standardized Math achievement
test. Results showed that Math self-concepts were positively related to Math achievement. There
was a significant correlation between stronger Math self-concept and stronger Math-gender
stereotypes for boys but a weaker Math self-concept for girls. Lastly, Math-gender stereotypes
were significantly related to Math achievement.
The sex differences of the students in self-concept and academic performance in Math
among the Russian High School students, there was a sex difference in the Math achievement of
the students were in girls had higher grades compared to boys (Else-Quest et al., 2010).
Moreover, according to Preckel et al. (2008) that girls had higher self-concept than boys on Math
tests, but boys performed better in the test compared to their counterparts.

Conceptual Framework

Figure 1 illustrates the input, process and output of the study.

    This study aims to determine the difference in the attitude of Grade 8 students towards

Mathematics between male and females.

Fi

gure 1.Schematic diagram showing Attitude of Grade 8 students of Ramon Torres National

High School towards Mathematics

 Scope and Limitation of the Study

     This study will examine the attitude of Grade 8 students of Ramon Torres National High
School towards Mathematics.
     The participants are the Grade 8 students of Ramon Torres National High School at Bago
City. The attitude of males and females towards Mathematics will be determined.
     The following are the limitations applied to the study.  First, the sample was randomly
selected Grade 8 students of Ramon Torres National High School at Bago City, Negros
Occidental. Then, the Fennema-Sherman Attitude Scale questionnaire will be adapted.  With
possible possibility of non-completion or inaccurate responses because some prospective
participants may have failed to respond to the questionnaire.
Significance of the Study
     The study will answer the possible questions regarding the attitude and achievement in
mathematics.
Teachers. This study may help the teachers identify the attitude and achievement of students.
This study can help teachers formulate interventions to be used to bolster the attitude and
performance of students in mathematics.
Ramon Torres National High School. The results of the study may help the school find the
interventions to uplift the mathematical performance of the students.
Department of Education. Through this study, DepEd may implement ways to improve
students’ attitude towards mathematics.
Parents. The study may lessen the worries of parents to the mathematical performance of their
children.
Researchers. Through this study, the researchers may share the results to determine the factors
that may affect mathematical performance of the students. 
Future Researchers. This study may be considered as a reference to relative research.

Definition of Terms
For clarity and precision, the following terms are defined conceptually and 
operationally: 
Attitudes. Conceptually, it refers to mental and neural state of readiness, organized through
experience, exerting a directive or dynamic influence upon the individual’s response to all the
objects and situations with which it is related (Allport, p.810,1935). Operationally, it is the point
of view of a teacher or specifically towards technology refers to an inclination to respond
positively or negatively towards the use and application of information and communication
technologies of teachers in delivering the basic services in an academic institution.
Mathematics. Conceptually, it refers to the science of numbers, shapes: how they are
“put together” and measured (Britanica Junior Encylopedia, pg.116). Operationally, it refers to
the curriculum taught by the teacher.
School. Conceptually, it refers to a location, a place, structure or institution where a
teacher is established for the purposes of offering instruction to pupils in programs for preschool
children with disabilities, kindergarten programs or any combination of grades one through
twelve (Zinth, 2005). Operationally, a secondary school refers to the Seven (7) national
secondary schools within the Schools Division of Bago City where a teacher is currently working
and physically assigned to function and deliver instruction to students.
 Sex. Conceptually, it refers to the biological differences between males and females
(Newman,2018). Operationally, it refers to male and female students in Ramon Torres National
High School at Bago City.

Review of Related Literature

Attitudes towards Mathematics
According to Farooq and Shah, 2008, students' success in mathematics depends upon
their attitude towards mathematics. It also influences the participation rate of learners. Their
study was based on a survey of high school students about their attitudes towards mathematics.
The result leads us to an important conclusion. The male and female students of 10th grade of the
secondary school of Lahore have the same type of attitude towards mathematics. It means that
gender differential has no impact on the attitude of students towards mathematics in Pakistan.
The study of Peteros, Gamboa, Etcuban, Dinauanao, Sitoy and Arcadio of Cebu
Technological University at Cebu City, Philippines, 2020, states that Self-Concept in
mathematics can be defined as ratings of their skills, ability, enjoyment, and interest in
mathematics is seen as an essential factor in their achievement in mathematics.
Haddock, 2009; Mensah, Okyere, & Kuranchie, 2013). The affective component of
attitude is the feeling or emotions of the individual associated with learning mathematics
(Ingram, 2015). Thus, the affective component is the source of driving the engagement of
students towards mathematics. Furthermore, the affective aspect is also influenced by the belief
formed from the cognitive component of attitude, which creates a mindset that becomes constant
over time and influences the feelings of the students towards learning mathematics (Ingram,
2015; Zan & Di Martino, 2007). As such, the cognitive and affective components of attitude are
interrelated and deeply interact with each other (Di Martino & Zan, 2011)
Mohamed and Waheed (2011), states that students’ attitude towards mathematics has
been a factor that is known to influence students’ achievement in mathematics. The purpose of
this study is to find out the students' attitude towards mathematics and find out gender difference
in attitude towards mathematics in a selected school of Maldives. As a conclusion to this
research it can be said that, since the students‟ positive attitude towards mathematics is at a
medium level, it shows that there is still room for improvement. However, it is interesting to
know that despite the lower performance of Maldivian students in mathematics, the attitude of
the respondents of this study is fairly positive. The research also shows that the students‟ attitude
towards mathematics does not have a significant difference between male and female students.
Hence there is no gender gap in attitudes. It is highly recommended that the maximum effort
should be given to improve the students‟ attitude towards mathematics and conduct further
studies to find factors influencing students‟ attitude towards mathematics. Moreover studies
could be conducted to find if there is a relationship between students‟ attitude and performance
of students in the schools of Maldives. The knowledge of mathematics is an essential tool in our
society (Baroody, 1987). It is a tool that can be used in our daily life to overcome the difficulties
faced (Bishop, 1996). Due to this mathematics has been considered as one of the most important
core subjects in a school curriculum. More mathematics lessons are likely to be taught in schools
and colleges throughout the world than any other subject (A. Orton, D. Orton, & Frobisher,
2004). However, the standard tests and evaluations reveal that students do not perform to the
expected level. The student underachievement in mathematics is not just a concern for particular
countries, but has become a global concern over the years (Pisa, 2003). Mathematics
performances of Maldivian students have been very low throughout. According to the Ministry
of Education of Maldives, only 28.4% of students who have participated in GCE O‟level
Cambridge examination in 2007 have passed above “C” grade. The results of 2008 also showed a
similar kind of trend where 66.8% of students getting grades below the expected level (Ministry
of Education, 2011). These alarming results divert the attention of researchers to find out the
reasons for the low performance of Maldivian students in mathematics. However, Maldives do
not have any research conducted on this area suggesting reasons for low performance of the
students. Several studies and researches have been done in many countries to find the factors that
influence the students‟ performance in mathematics. Among these factors, students‟ attitude
towards mathematics is one important factor that has been consistently studied. Often, the studies
on relationship between students‟ attitude and the students‟ academic performance show a
positive relationship (Mohd, Mahmood, & Ismail, 2011; Bramlett & Herron, 2009; Nicolaidou &
Philippou, 2003; Papanastasiou, 2000; Ma & Kishor, 1997). Hence students‟ attitude towards
mathematics is a major factor that might influence the performance of the students. Due to this
several studies has been conducted in different countries in order to find out the students attitude
towards mathematics (Tahar, Ismail, Zamani & Adnan, 2010; Tezer & Karasel, 2010; Maat &
Zakaria, 2010; Bramlett & Herron, 2009; Köğce, Yıldız, Aydın, & Altındağ, 2009; Tapia &
Marsh, 2004; Fennema & Sherman, 1976) and hence to use these data to suggest the low
performance of students and factors affecting it. The aim of this research is to find out the
secondary students‟ attitude towards mathematics in a selected school of Maldives. The research
will focus on finding the students‟ attitude towards mathematics and also finding the significant
difference between students‟ attitude towards mathematics with regard to gender of the students. 
“Students’ Attitudes Towards Learning Mathematics: Impact of Teaching in a Sporting
Context” by  Sanchal and Sharma, (2017) this study investigated the impact on Year 10 students’
attitudes towards mathematics when learning mathematics in a sporting context. The students’
confidence towards learning mathematics in a sporting context was associated with developing
mathematical thinking. The findings from this study show that the sporting context may have
allowed students to express their mathematical ideas more comfortably giving them more
confidence. With an increase of five percent in the percentage of students seeing the usefulness
of mathematics outside of school, it can be stated that the sporting context made it possible for
these 96 Anantika Sanchal and Sashi Sharma Teachers and Curriculum, Volume 17, Issue
1, 2017 students to think of ways in which mathematics can be used outside of school. The
findings also suggest that with an increased number of students feeling comfortable and enjoying
mathematics lessons while studying mathematics, their engagement level also increased. Thus,
with an increase in confidence, seeing the importance of mathematics and engagement in
mathematics lessons, it can be stated that students’ attitudes towards learning mathematics also
improved. This study had a number of limitations. The Year10 cohort consisted of 54 students
from one school, and one-year level. Future research could focus on students from different
schools and at different year levels. The use of closed questions in the questionnaire did not
allow the participants to add any remarks or explanations. Moreover, the questionnaire did not
include any statements about how the students felt about using mathematics to construct the Ki-
o-rahi field. In addition, the questionnaire consisted of forty-four statements and this could have
created participant fatigue. In future research, the number of statements could be reduced and the
questionnaire could be complemented with interviews in order to explore these issues in more
depth. The relationship between the students and the researcher was that of the student-teacher
relationship. However, due to the power balance relationship between the teacher and the
students, students could have felt obliged to take part in the questionnaire and may not have
stated their true feelings. This could have affected the reliability and manageability of the data
collected. Students in this study had a good understanding of the rules of Ki-o-rahi. Therefore
teachers need to learn and know their students, their culture and background before a context is
picked for teaching. Careful planning is needed to achieve a balance between focusing on the
mathematics and the context. This study was carried out in a school where the participants were
67 percent Māori and the sporting context was the Māori game of Ki-o-rahi. Other factors, such
as the school decile and the location of the school, can also have an impact on the students’
attitudes towards learning mathematics in a sporting context. Further research can look at
teaching mathematics in a sporting context that is appropriate to all cultures. Learning
mathematics does not only involve thinking and reasoning, it is dependent on the attitudes of the
learners towards learning and mathematics (Anthony & Walshaw, 2007; Grootenboer, Lomas, &
Ingram, 2008; Kele & Sharma, 2014). Han and Carpenter (2014) state that attitudes consist of
cognitive, affective and behavioural reactions that individuals display towards an object or the
surrounding based on their feelings or interest. The cognitive component of attitude is what the
individual thinks or believes about mathematics (Akinsola & Olowojaiye, 2008; Maio &
Haddock, 2009; Mensah, Okyere, & Kuranchie, 2013). The affective component of attitude is the
feeling or emotions of the individual associated with learning mathematics (Ingram, 2015). Thus,
the affective component is the source of driving the engagement of students towards
mathematics. Furthermore, the affective aspect is also influenced by the belief formed from the
cognitive component of attitude, which creates a mindset that becomes constant over time and
influences the feelings of the students towards learning mathematics (Ingram, 2015; Zan & Di
Martino, 2007). As such, the cognitive and affective components of attitude are interrelated and
deeply interact with each other (Di Martino & Zan, 2011). The behavioural aspect of attitude is
the tendency to respond in a certain way towards learning mathematics (Akinsola & Olowojaiye,
2008; Maio & Haddock, 2009; Mensah et al., 2013). Behavioural attitude is also influenced by
affective attitude. Students feeling confident in doing mathematics is linked with being
successful in mathematics, which is regarded as a positive behaviour. If students are not
confident in doing mathematics, they may not experience success, and unsuccessful behaviour is
regarded as negative feelings (Zan & Di Martino, 2007). Hence the behavioural component of
attitude impacts on the cognitive component of attitude as well. When students see the
importance of mathematics in real lives, they feel engaged, confident and connected to their
learning (Attard, 2012). As such, the three components of attitude, confidence, importance of
mathematics and engagement are interrelated (Mensah et al., 2013). 
Gender Stereotyping in Mathematics
     “New Perspectives on the Gender Stereotyping of Mathematics” by Helen J. Forgasz, Gilah
C. Leder & Peter Kloosterman,(2009) said, Mathematics has long been identified as a male-
dominated field, and there is plenty of data to support this. One of the subscales of the Fennema-
Sherman Mathematics Attitude Scales (1976), mathematics as a male domain, has been widely
utilized to examine the extent to which mathematics is stereotyped as a masculine field.
     “Gender Stereotyping Enhances Verbal Fluency Performance in Men (and Women) by Marco
Hirnstein, Nadja Freund and Markus Hausman, (2015) states that fear of confirming negative
stereotypes (stereotype threat) has been shown in numerous studies to affect women's
performance in different mathematical and spatial tasks where men often excel. In contrast,
nothing is known about how stereotype threat affects men in tasks where women excel. As a
result, we requested 36 men and 39 women from the Ruhr-Universität Bochum, Germany, to
complete two verbal fluency tests (word fluency, four-word sentences). Participants were either
notified that gender differences in linguistic ability would be explored prior to testing, or they
were given gender-neutral task instructions. We expected that this would activate the gender
stereotype of women's linguistic superiority, resulting in a stereotype threat effect in men with
lower verbal fluency performance. Men's verbal fluency scores, on the other hand, were higher in
the gender difference condition than in the control condition. The gender gap remained steady
throughout situations because women followed a similar pattern and had generally better scores.
The results could indicate (a) that gender stereotyping created a competitive environment,
resulting in improved performance in all individuals, or (b) stereotype reactance in men,
implying that men and women react differently to gender stereotype activation in gender-
sensitive cognitive capacities. In either instance, the data suggest that participants' cognitive
performance varies dramatically when they are aware that gender differences in cognition are
being explored, which is likely the case in many studies looking into gender differences.

Synthesis

The common results of the study is there is no significant difference between male and
female attitudes towards mathematics. But students' attitude towards mathematics is still the
factor that influences achievement in mathematics.
In the field of education, trends and inclinations are as constant as change itself. What
you learned five years ago may become obsolete in the years to come. This demonstrates that
education is forward-thinking. As a result, educational leaders that are flexible and inventive are
highly suggested. 
Mathematics was known to be a male domain. But studies proves that the attitude is still
dominates students' performance.

METHODS

Research Design
This research will be a Descriptive, Quantitative Method. Descriptive research design
deals with the status or trend of studies, or analysis of current characteristics of a group of
objects or a group of people (Alba, 2018).  In addition, descriptive research includes the
presentation of facts or current conditions concerning the nature of persons, several subjects or
class of events, classification or measurement. It is fact-finding which consists of adequate
interpretations. Also, the descriptive method of research is a useful tool for scientific
investigation which aims to describe the current status of events or phenomena. The result of
studies employing the descriptive method of research can be used to the advantage of the
experienced researchers in all areas of endeavor (Alba, 2018).  
Participants of the Study
The participants of the study will be 314 210  randomly selected Grade 8 students of
Ramon Torres National H igh School at Bago City. A total of 1469 Grade 8 students are enrolled
in SY 2021-2022. Simple Random sampling will be used, a simple random sample is a
subset of a statistical population in which each member of the subset has an equal
probability of being chosen. A simple random sample is meant to be an unbiased
representation of a group (Adam Hayes, 2021) A sample size was computed using Slovin’s
formula at 5% margin of error.
Research Instrument
The researcher will be using the Fennema-Sherman Mathematics Attitude Scale to
measure attitude,  An adapted questionnaire from FSMAS will be used with a five-point Likert
Scale (1 - strongly disagree, 2 - Disagree, 3 - Neutral, 4 - Agree and 5 - Strongly agree). The
researcher will use the Good and Scates validity test to evaluate the validity of the questionnaire.
The Cronbach Alpha will be used to assess the reliability of the test items. On the questionnaire
the students will identify on what extent they strongly agree or strongly disagree with the test
items. The sum of the responses will be divided to the total number of questions to get the
average.
 Mean will be interpreted as follows:
4.01 - 5.00 High Degree
3.01 - 4.00 Above Average
2.01 - 3.00 Average
1:00 - 2.00 Low 
Data Gathering Procedures
The researcher will ask permission from the School Principal then to the adviser of
JMLMHS to conduct the study among Grade 12 students IN DIFFERENT TRACK/STRAND.
The parents will be informed about the study during the distribution of modules. The same
information will be given to the students. After receiving signed approval, the researcher
conducted a survey test in which the participants were informed of the significance of their
involvement. Right before the start of the study, the PARENT CONSENT AND STUDENT
CONSENT Form will be sent to the parents and the students. Following the actual data
collection, the researcher checked for completeness and organized the data. The results of the
completed surveys were analyzed and interpreted using SPPS. The participants are notified that
their personal information will be kept private for the duration of the study. The surveys are kept
in a locked file cabinet for at least two years after all data has been collected.

Statistical Treatment
For problem number 1, frequency and percentage will be use in getting the profile of the

participants.
 For problem number 2, mean and standard deviation will be use in identifying the degree

of students’ attitude towards mathematics when grouped according to sex.

For problem number 3, t-test will be use in identifying the significant difference in the

degree of students’ attitude towards mathematics when grouped according to sex.

Ethical Consideration
The students’ participation will be purely voluntary. They can also withdraw from the
study at any time without the need to give an explanation. Before gathering data, they will be
informed of the purpose of the study and the kind of participation that they will undertake.
Benefits, compensation, and risks will also be discussed if there is any.  The parents will be
asked to sign the ICF, and the students will be asked to sign the assent form.

REFERENCES

Arcadio, R., Dinauanao, A., Etcuban, J., Gamboa, A., Peteros, E., & Sitoy, R. (2020) Factors      
Affecting Mathematics Performance of Junior High School Students, International Electronic
Journal of Mathematics Education, e-ISSN:1306-3030. 2020, Vol. 15, No. 1 em0556

Cherry, K. (2021) Attitudes and Behaviour in Psychology,

https://www.verywellmind.com/attitudes-how-they-form-change-shape-behavior-2795897

Farooq, M.S. & Ulah Shah, S.S.,(2008) Students’ Attitude Towards Mathematics, Pakistan
Economic and Social Review, Volume 46, No. 1 (Summer 2008), pp75-83

Forgasz, H.J., Leder, G.C. & Klossterman, P. (2009) New Perspectives on the Gender
Stereotyping of Mathematics

Freund, N., Hausman, M. & Hirstein, M. (2015) Gender Stereotyping Enhances Verbal Fluency
Performance in Men (and Women) 

Greenwald, A. (1968) On defining Attitude and Attitude Theory, Psychological foundations of

attitude 1968 - books.google.com

Mohamed, L., & Waheed, H. (2011) Secondary Students’ Attitude towards Mathematics in a
Selected School of Maldives, International Journal of Humanities and Social Science, Vol. 1, No.
15

Sanchal, A. & Sharma, S. (2017), Students’ Attitudes Towards Learning Mathematics: Impact of
Teaching in a Sporting Context, Te Kuiti High School & University of Waikato

APPENDICES
Survey Questionnaire
ATTITUDES TOWARD MATHEMATICS INVENTORY
Name ___________________________ 
School ____________________________ 
Teacher ___________________________ 
Sex_______________________________
Directions: This inventory consists of statements about your attitude toward mathematics. There
are no correct or incorrect responses. Read each item carefully. Please think about how you feel
about each item. Enter the letter that most closely corresponds to how each statement best
describes your feelings.
Please answer every question.
 PLEASE USE THESE RESPONSE CODES: 
1 – Strongly Disagree 
2 – Disagree 
3 – Neutral 
4 – Agree 
5 – Strongly Agree 
1. Mathematics is a very worthwhile and necessary subject. 
2. I want to develop my mathematical skills. 
3. I get a great deal of satisfaction out of solving a mathematics problem. 
4. Mathematics helps develop the mind and teaches a person to think. 
5. Mathematics is important in everyday life. 
6. Mathematics is one of the most important subjects for people to study. 
7. High school math courses would be very helpful no matter what I decide to study. 
8. I can think of many ways that I use math outside of school. 
9. Mathematics is one of my most dreaded subjects. 
10. My mind goes blank and I am unable to think clearly when working with mathematics. 
11. Studying mathematics makes me feel nervous. 
12. Mathematics makes me feel uncomfortable. 
13. I am always under a terrible strain in math class. 
14. When I hear the word mathematics, I have a feeling of dislike. 
15. It makes me nervous to even think about having to do a mathematics problem. 
16. Mathematics does not scare me at all. 
17. I have a lot of self-confidence when it comes to mathematics. 
18. I am able to solve mathematics problems without too much difficulty. 
19. I expect to do fairly well in any math class I take. 
20. I am always confused in my mathematics class. 
21. I feel a sense of insecurity when attempting mathematics. 
22. I learn mathematics easily. 
23. I am confident that I could learn advanced mathematics. 
24. I have usually enjoyed studying mathematics in school. 
25. Mathematics is dull and boring. 
26. I like to solve new problems in mathematics. 
27. I would prefer to do an assignment in math than to write an essay. 
28. I would like to avoid using mathematics in college. 
29. I really like mathematics. 
30. I am happier in a math class than in any other class. 
31. Mathematics is a very interesting subject. 
32. I am willing to take more than the required amount of mathematics. 
33. I plan to take as much mathematics as I can during my education. 
34. The challenge of math appeals to me. 
35. I think studying advanced mathematics is useful. 
36. I believe studying math helps me with problem solving in other areas. 
37. I am comfortable expressing my own ideas on how to look for solutions to a difficult
problem in math. 
38. I am comfortable answering questions in math class. 
39. A strong math background could help me in my professional life. 
40. I believe I am good at solving math problems. 
© Martha Tapia 1996