LEVEL OF MATHEMATICS READINESS AND ATTITUDES

AMONG LEARNERS: BASIS FOR AN ACTION PLAN

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 19
Issue 5
Pages: 547-558
Document ID: 2024PEMJ1778
DOI: 10.5281/zenodo.11099727
Manuscript Accepted: 03-25-2024
 Psych Educ, 2024, 19(5): 547-558, Document ID:2024PEMJ1778, doi:10.5281/zenodo.11099727, ISSN 2822-4353
Research Article

Level of Mathematics Readiness and Attitudes Among Learners: Basis for an Action Plan
Omilhayr B. Polala,* Erlinda N. Basmayor
For affiliations and correspondence, see the last page.
Abstract
This study assessed the mathematics readiness of Grade 7 students at Dilausan National High School, employing a
descriptive-correlational research approach. The research encompassed a sample of 113 Grade 7 students from both
Dilausan National High School and Ganassi National High School, ensuring a diverse representation. The results
showed that the majority of students exhibit a moderate level of readiness, the presence of a notable percentage in the
low category underscores the need for targeted interventions to address foundational challenges. The commendable
overall academic performance suggested a positive academic landscape. Further, this study showed that the students
exhibited a pervasive pattern of skepticism and a general lack of confidence in their mathematical skills, as reflected
in consistently low mean scores across various indicators related to attitudes toward mathematics. The findings
underscored the necessity for targeted interventions aimed at fostering a positive learning environment. Thus, the
study concluded that both mathematics readiness and attitudes toward mathematics significantly predict academic
performance. A positive association between mathematics readiness and academic performance, as well as the
correlation between positive attitudes toward mathematics and higher academic achievement, highlighted the
importance of these factors in shaping students' overall success.
Keywords: mathematics readiness, attitudes, academic performance, descriptive-correlational

Introduction
Mathematics is a fundamental subject in education that equips students with problem-solving skills and critical thinking abilities. The
mastery of mathematics is essential for students to excel in various fields, including engineering, technology, and sciences. In the
Philippine educational system, mathematics is a core subject taught at all levels of education. However, studies showed that students'
mathematics readiness in the Philippines is relatively low compared to other countries, especially in Grade 7.
The Philippines' educational system adopted the K-12 curriculum, which aims to improve the quality of education and prepare students
for global competitiveness. The K-12 curriculum covers six years of primary education, four years of junior high school, and two years
of senior high school. The Grade 7 curriculum includes algebra, geometry, statistics, and probability. Mathematics is one of the most
challenging subjects for students, and many of them struggle with the concepts and skills required in the subject. Several studies have
shown that mathematics readiness among Grade 7 students in the Philippines is low, which affects their academic performance and
progress in the subject.
One study conducted by the Philippine Institute for Development Studies (PIDS) found that Grade 7 students in the Philippines scored
below the international average in mathematics based on the Trends in International Mathematics and Science Study (TIMSS)
assessment. The study also revealed that the lack of preparedness of students in mathematics can be attributed to several factors,
including inadequate training and professional development of mathematics teachers, lack of instructional materials, and insufficient
exposure to mathematical concepts and skills (Orbeta & Paqueo, 2022). Another study conducted by the Department of Education
(DepEd) revealed that students' mathematics achievement in Grade 7 is a predictor of their future academic success in higher education
(DepEd, 2019).
The findings would highlight the need to address the issue of mathematics readiness among Grade 7 students in Dilausan National
High School and Ganassi National High School. The K-12 curriculum provides opportunities to improve mathematics education, but
there is a need for an action plan on the part of the teachers to help enhance students' readiness and performance in the subject.
Identifying the factors that contribute to mathematics readiness and developing appropriate interventions can help improve students'
mathematics performance, increase their academic achievement, and prepare them for future success (Arthur et al., 2017).
This research aimed to determine the level of mathematics readiness of Grade 7 students in Dilausan National High School and Ganassi
National High School and identify their attitudes toward mathematics as one of the factors that affect their performance. The findings
of this study helped to develop an action plan that can enhance students' mathematics readiness and academic performance. The major
impact of this study was to assess the level of mathematics readiness of the grade 7 students to enhance their mathematical proficiency
and foster a positive learning experience. The study was conducted in October 2023. The researcher is currently in service and has
been teaching science and mathematics subjects for 10 years.
Research Questions
The study aimed to determine the level of mathematics readiness of Grade 7 students of Dilausan National High School and Ganassi
National High School during the School Year 2023-2024. Specifically, the study sought to answer the following research questions:
1. What is the level of mathematics readiness of Grade 7 students?
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Research Article

2. What is the academic performance of the students?

3. What are the students' attitudes towards mathematics?
4. Is there a significant relationship between the level of mathematics readiness and the academic performance of the students?
5. Is there a significant relationship between the level of mathematics readiness and the attitude towards mathematics of the
students?
6. Which level of readiness and attitudes toward mathematics of the students predict the academic performance of the students?
7. What action plan can be formulated from the result of the study?

Methodology
This section presents the research methods which include the research design, research environment, subject of the study/respondents,
sampling design instruments used and validity, gathering procedure, and statistical tools used in the research.
Research Design
This study used the descriptive-correlational research design to determine the level of mathematics readiness and attitude of Grade 7
students in Dilausan National High School and Ganassi National High School. This research design allows the researcher to describe
the characteristics of the population under study and to obtain a better understanding of the level of mathematics readiness of Grade 7
students.
The researcher used a quantitative research method in this study. The quantitative method was used to determine the level of
mathematics readiness of Grade 7 students based on their performance in a mathematics test.
In addition to the quantitative method, the researcher also conducted a survey using a Likert scale to gather data on the students'
attitudes towards mathematics in terms of confidence and engagement in mathematics and the importance of mathematics. The survey
data were used to supplement the quantitative data from the test, providing a more comprehensive understanding of the student's
readiness for mathematics.
Participants
The respondents of the study were the selected grade 7 students of Dilausan National High School and Ganassi National High School,
enrolled during the school year 2023 -2024. The total respondents were 113 of which 50 students were from Dilausan National High
School consisting of 9 males and 41 females while 63 students were from Ganassi National High School consisting of 30 males and
33 females. The researcher utilized a simple random sampling in which the respondents were randomly selected from the total
population of grade 7 students of the two schools.
Instruments
The research instrument used in this study consisted of two parts: a researcher-made mathematics test and a survey questionnaire
adapted from other studies. The mathematics test was used to measure the level of mathematics readiness of Grade 7 students. The test
covered different mathematical concepts and skills aligned in the DepEd Curriculum for grade 6 mathematics which includes fractions,
percentages, geometry, pattern and algebra, measurement, and graphs.
The survey questionnaire was used to gather information about the students’ attitudes towards mathematics that may affect the level of
mathematics readiness of Grade 7 students. The questionnaire was divided into three parts. The first part dealt with confidence in
mathematics composed of 10 indicators. The second part dealt with the importance of mathematics while the third part dealt with
engagement in mathematics and was composed of 10 statements each.
To ensure the validity and reliability of the instrument, both the mathematics test and survey questionnaire underwent pilot testing
before being administered to the respondents. The pilot test was administered to the 25 students from another school not included in
the respondents. The test questionnaire result undergoes item analysis to ensure its reliability while the result of the survey questionnaire
was treated statistically and showed that the value of Cronbach’s alpha is 0.852 meaning it is reliable.
Procedure
The data-gathering procedure in this study involved two phases. The first phase involves administering the mathematics test to the
selected Grade 7 students in Dilausan National High School and Ganassi National High School The second phase involves surveying
to gather information about the attitude of the students toward mathematics that affects the level of mathematics readiness of Grade 7
students.
In the first phase, the mathematics test was administered to selected Grade 7 students in Dilausan National High School and Ganassi
National High School. The test covered different mathematical concepts and skills, including fractions, decimals, percentages,
geometry, pattern and algebra, measurements, and graphs. The test was administered by the researcher to ensure consistency in the
administration process. The results of the test were used to determine the level of mathematics readiness of the Grade 7 students.

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Research Article

In the second phase, the researcher surveyed to gather information about the attitudes of the students toward mathematics that affect
their level of mathematics readiness. The participants in this phase were the Grade 7 students. The surveys were administered to the
participants to gather quantitative data. The questions in the surveys are designed to gather information about the participants'
perceptions of their confidence in learning mathematics, the importance of learning mathematics as a subject, and their level of
engagement and exposure to mathematics-related activities in or outside the school.
The data-gathering procedure was conducted for one week to ensure that all participants had sufficient time to provide their responses.
The data gathered from the mathematics test and the survey were kept confidential and anonymous to protect the privacy of the
participants.
The sources of data in this study will be the Grade 7 students, who were the primary focus of the study.
Statistical Treatment
The researcher used descriptive statistics such as frequency counts, percentages, means, and standard deviations to analyze the data
obtained from the mathematics test. Inferential statistics such as correlation analysis and regression analysis were used to determine
the relationship between the level of mathematics readiness of Grade 7 students, their performance, and their attitude toward
mathematics.
Specifically, the following statistical techniques will be employed to answer the different problems presented:
For problem 1, Frequency and Percentage, Mean, and Standard deviation were used to determine the level of mathematics readiness
of the respondents.
For Problem 2, Frequency and Percentage were used in analyzing the academic performance of the respondents.
For problem 3, Mean and standard deviation were used to analyze the students’ attitude toward mathematics in terms of confidence in
mathematics. Importance of mathematics and engagement in mathematics.
For problems 4 and 5, Simple regression analysis was used to determine the relationship between the level of mathematics readiness
and academic performance of the students, between the level of mathematics readiness and the attitude towards mathematics of the
students, and between academic performance and the attitude towards mathematics of the students.
For problem 6, Multiple regression analysis was used to identify which attitudes toward mathematics have a significant impact on
predicting students’ academic performance.
Results and Discussion
This section presents the data gathered to answer the problems of the study. It also analyzes and interprets the data collected by the
researchers to solve the issues in the study. The presentation, interpretation, and analysis were supported by tables and arranged in the
same manner as the questions presented in the statement of the problem in Chapter 1.
Problem 1: What is the level of mathematics readiness of Grade 7 students?
Table 1. Level of Mathematics Readiness of Grade 7 Students
Level of Readiness
Category Frequency Percentage (%)
(Mean Percentage Score)
96-100 Mastered 0 0.0
86-95 Closely Approximating Mastery 0 0.0
66-85 Moving towards Mastery 5 4.0
35-65 Average 97 86.0
15-34 Low 11 10.0
5-14 Very Low 0 0.0
0-4 Absolutely no mastery 0 0.0
Total 113 100.0
Note:Mean (SD) MPS= 49.17 (10.33); Actual Score Mean (SD) = 14.75 (3.10)

Table 1 presents the results of students' mathematics readiness, with the mean percentage score (MPS) as the central indicator. The
result revealed a spectrum of readiness levels, with no students achieving mastery (96-100) or closely approximating mastery (86-95).
A notable portion of students (4.4%) is categorized as "Moving towards Mastery" (66-85), suggesting a positive trend, albeit not yet
reaching proficiency. The majority falls within the "Average" category (85.8%), indicating a moderate level of readiness.
However, a concerning aspect is the presence of 9.7% in the "Low" category (15-34) and 0% in the "Very Low" category (5-14),
reflecting students who may struggle with foundational concepts. Fortunately, no students fall into the "Absolutely no mastery"
category (0-4). The mean MPS of 49.17 (SD 10.33) underscores the overall average performance, emphasizing the need for targeted
interventions to uplift those in lower readiness categories.

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Research Article

To address this diversity in readiness, educators may consider differentiated instruction, additional support for students in the "Low"
category, and ongoing assessment strategies to monitor progress. Additionally, a closer examination of specific content areas
contributing to lower scores could inform curriculum adjustments and instructional enhancements. Overall, these results highlight the
importance of personalized approaches to cater to the diverse mathematics readiness levels among Grade 7 students.
The result was supported by a study investigating children’s readiness in Mathematics conducted by Lee, Autry, Fox, and Williams
(2008) as cited by Pengmanee (2016). According to their findings, children’s Mathematics readiness depended not only on their
demographic variables and pre-kindergarten experience, but also on their growth and development in all domains (e.g., language,
social, physical, and emotional developmental domains) and their social/cultural context.
Problem 2: What is the academic performance of the students?
Table 2. Academic Performance of the Respondents
Grades Performance Frequency Percentage (%)
90-100 Outstanding 7 6.0
85-89 Very Satisfactory 16 14.0
80-84 Satisfactory 40 35.0
75-79 Fairly Satisfactory 50 45.0
Below-74 Needs Improvement 0 0.0
Total 113 100.0
Note: Mean (SD) = 80.71 (4.78)

Table 2 shows the academic performance of Grade 7 students, providing a comprehensive view of their achievements across different
grade ranges. The mean grade of 80.71 (SD 4.78) indicates an overall satisfactory performance. A notable portion of students falls
within the "Fairly Satisfactory" category (75-79), constituting 44.2% of the respondents. Additionally, a substantial number of students
exhibit "Satisfactory" performance (80-84) at 35.4%. Impressively, 6.2% of students achieved an "Outstanding" grade (90-100), while
14.2% attained a "Very Satisfactory" grade (85-89). Notably, no students fall below the "Needs Improvement" threshold (Below-74),
reflecting a positive aspect of the academic landscape. These results indicate a generally satisfactory academic performance among
Grade 7 students, with a significant proportion demonstrating commendable achievements.
However, the prevalence of "Fairly Satisfactory" scores suggests a potential for improvement in enhancing overall academic excellence.
Educators may consider identifying and leveraging effective teaching strategies that have contributed to outstanding and very
satisfactory performances. Furthermore, focusing on students in the "Satisfactory" and "Fairly Satisfactory" categories through targeted
interventions and personalized support can contribute to a more balanced and elevated academic landscape.
Ongoing monitoring and assessment can aid in refining instructional approaches to better align with students' learning needs, fostering
continuous improvement in academic outcomes. The low mathematics performance of students is supported by the study of (Van
Hoofet al., 2018). They emphasized that students struggle with understanding rational numbers because of natural number bias, relating
to size, operations, and density.
Problem 3: What are the students' attitudes towards mathematics?
Table 3 presents a detailed overview of Grade 7 students' attitudes toward mathematics, specifically focusing on their confidence in
mathematical skills. Overall, the students tend to disagree with positive statements regarding their confidence in mathematics, as
indicated by the total mean score of 2.28 (SD 0.51), falling within the "Disagree" range.
Notably, there is a consistent pattern of disagreement across individual indicators, with mean scores ranging from 2.04 to 2.50. For
instance, students express disagreement regarding actively striving to develop mathematical skills, finding satisfaction in solving
mathematics problems and believing in the crucial role of mathematics in cognitive development. The relatively low mean score of
2.04 for possessing a high level of self-confidence in mathematics is particularly visible. These results suggest a general lack of
confidence and positive attitudes toward mathematics among Grade 7 students.
Table 3. Students’ Attitudes towards Mathematics in terms of Confidence
Indicators Mean SD Description
1. I actively strive to develop my mathematical skills. 2.31 0.74 Disagree
2. Successfully solving mathematics problems brings me a great deal of satisfaction. 2.24 0.93 Disagree
3. I believe mathematics plays a crucial role in developing the mind and enhancing thinking
2.27 0.85 Disagree
abilities.
4. I feel comfortable when dealing with mathematics. 2.39 0.78 Disagree
5. I have no fear of mathematics; I find it approachable. 2.20 0.73 Disagree
6. I possess a high level of self-confidence when it comes to mathematics. 2.04 0.81 Disagree
7. I am generally able to solve mathematics problems without much difficulty. 2.18 0.92 Disagree
8. I expect to perform well in any math class I take. 2.36 0.86 Disagree
9. I am determined to improve my math skills by seeking extra practice and assistance when
2.27 0.77 Disagree
needed.

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10. I believe that with enough effort, I can excel in any mathematical concept or topic. 2.50 0.87 Agree
Total Measure 2.28 0.51 Disagree
Note: 1.00-1.49 Strongly Disagree; 2.50-3.49 Agree; 1.50-2.49 Disagree; 3.50-4.00 Strongly Agree

Mathematics plays a crucial role in developing students’ logical thinking skills. To promote effective mathematical learning, teachers
must consider various factors, including students’ confidence in mathematics (Azucena et al., 2022; Kunhertanti & Santosa, 2018).
However, capturing the necessary type of confidence in mathematics is challenging, as students’ overall assessments of their confidence
in mathematics or specific topics within the mathematics curriculum may not accurately reflect their actual confidence (Foster, 2016).
To address this, educators may consider implementing interventions that focus on fostering a positive mindset, emphasizing the real-
world applications of mathematics, and providing opportunities for hands-on and engaging learning experiences. Encouraging a growth
mindset and creating a supportive learning environment can contribute to building students' confidence and enthusiasm for
mathematics. Continuous monitoring of students' attitudes and targeted interventions can help in fostering a more positive and resilient
approach to mathematical challenges.
Table 4 displays the students' attitudes toward the importance of mathematics. The mean scores and standard deviations (SD) associated
with each indicator reveal a consistent pattern of disagreement, with the total mean score of 2.30 (SD 0.47) falling within the "Disagree"
range.
Results indicated that the students expressed skepticism regarding the value and relevance of mathematics across various aspects of
their lives and future endeavors. Despite a mean score of 2.36 for the statement "Mathematics is a highly valuable and necessary
subject," there is an overall trend of disagreement across individual indicators. For example, students dispute the practical applications
of advanced mathematics, the impact of a strong math foundation on professional life, and the motivation to learn mathematics based
on its relevance to various career paths. This suggests a disconnect between students' perceptions and the potential real-world
applications and benefits of mathematics.
Table 4. Students’ Attitudes towards Mathematics in terms of Importance of Mathematics
Indicators Mean SD Description
1. Mathematics is a highly valuable and necessary subject. 2.36 0.92 Disagree
2. I recognize the importance of mathematics in various aspects of everyday life. 2.38 0.86 Disagree
3. Mathematics stands out as one of the most important subjects for people to study. 2.26 0.81 Disagree
4. High school math courses offer valuable skills that can be helpful in any field of study. 2.35 0.81 Disagree
5. I can identify numerous real-life situations where I apply mathematical concepts outside of school. 2.27 0.86 Disagree
6. Studying advanced mathematics has practical applications and benefits. 2.30 0.89 Disagree
7. I believe that studying math improves problem-solving abilities in other areas. 2.36 0.93 Disagree
8. A strong foundation in math can significantly impact my professional life. 2.35 0.82 Disagree
9. I am motivated to learn mathematics because I understand its relevance in various career paths. 2.23 0.69 Disagree
10. I value mathematics as a subject that encourages logical thinking and precision. 2.18 0.79 Disagree
Total Measure 2.30 0.47 Disagree
Note: 1.00-1.49 Strongly Disagree; 2.50-3.49 Agree; 1.50-2.49 Disagree; 3.50-4.00 Strongly Agree

To address these concerns, educators may employ pedagogical approaches that highlight the practical relevance of mathematical
concepts, integrating real-world examples and scenarios into the curriculum. Emphasizing the link between mathematical skills and
problem-solving abilities in different contexts could enhance students' appreciation for the subject. Additionally, fostering awareness
of the role of mathematics in various career paths may contribute to increased motivation and a more positive attitude toward the
subject. Regularly assessing and addressing students' perceptions of the importance of mathematics can play a pivotal role in shaping
a more positive and informed outlook.
According to Prayoga and Abraham (2017), Mathematics plays a predominant role in everyday life. Learning mathematics helps
students think analytically and have better reasoning abilities. It helps them develop their lifelong learning skills to solve problems in
life. Academically speaking, mathematics is a subject that many students either love or hate. It is hated by learners who do not find
figures interesting, especially those students who are more into social sciences.
Moreover, when teaching Mathematics, differentiated instruction promotes greater student engagement and interaction among
classmates. However, successfully implementing differentiated instruction is crucial to achieving the intended results. Additionally,
since differentiated lessons are organized from fundamental to complex competencies, it is essential to ensure learners have a firm
grasp of fundamental skills before moving on to more advanced competencies. Failure to do so may create learning gaps that hinder
students’ ability to master new skills and concepts in future lessons (Torres, 2021). Despite these challenges, differentiated instruction
remains valuable for improving student outcomes in mathematics and other subjects (Deunk et al., 2018).
Table 5 provides insights into students' attitudes toward mathematics in terms of their engagement with the subject. The mean scores
and standard deviations (SD) associated with each indicator reveal a consistent trend of disagreement, with the total mean score of 2.33
(SD 0.43) falling within the "Disagree" range.

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Table 5. Students’ Attitudes towards Mathematics in terms of Engagement

Indicators Mean SD Description
1. I have generally enjoyed studying mathematics in school. 2.44 0.78 Disagree
2. Given a choice, I would prefer doing a math assignment over writing an essay. 2.35 0.78 Disagree
3. I genuinely like mathematics as a subject. 2.41 0.76 Disagree
4. Among all my classes, I am happiest in a math class. 2.31 0.76 Disagree
5. Mathematics, to me, is an intriguing and intellectually stimulating subject. 2.33 0.84 Disagree
6. Working on problems related to circles in mathematics is something I enjoy. 2.26 0.81 Disagree
7. I feel a sense of accomplishment when I successfully apply mathematical concepts to solve real-
2.35 0.85 Disagree
world problems.
8. I am eager to participate in math-related extracurricular activities and competitions to enhance
2.25 0.80 Disagree
my skills.
9. I view mathematics as an essential tool for understanding and making sense of the world around
2.18 0.71 Disagree
me.
10. I often find myself seeking out additional math resources beyond the classroom to expand my
2.40 0.89 Disagree
knowledge.
Total Measure 2.33 0.43 Disagree
Note: 1.00-1.49 Strongly Disagree; 2.50-3.49 Agree; 1.50-2.49 Disagree; 3.50-4.00 Strongly Agree

Further, students express a lack of enjoyment and preference for mathematics, as indicated by mean scores ranging from 2.18 to 2.44.
Despite the moderately positive score of 2.33 for finding mathematics intriguing and intellectually stimulating, overall, students seem
disengaged from the subject. This is evident in their reluctance to choose math assignments over writing essays, limited enthusiasm for
participating in math-related activities, and a lack of eagerness to seek out additional math resources beyond the classroom.
To enhance students' engagement with mathematics, educators may consider incorporating more interactive and hands-on activities,
real-world applications, and collaborative problem-solving exercises into the curriculum. Fostering a positive and enjoyable learning
environment, promoting the excitement of mathematical discovery, and highlighting the relevance of mathematics in various contexts
could contribute to a more positive attitude and increased engagement among Grade 7 students. Regular feedback and adjustments
based on student's preferences and interests can further support the goal of creating a mathematically enriching and engaging
educational experience.
Student affective engagement occurs when students have a sense of belonging to their school, feel like a part of the school, and that
the school environment is an experience in their lives. Feelings of belonging to the school also influence students’ desire to do
assignments. Furthermore, affective engagement is a value felt by students towards their mathematics subjects and math teachers.
Student affective engagement is significantly related to academic achievement (Asif, 2022).
Table 6 provides a consolidated overview of students' attitudes toward mathematics, encompassing confidence, importance, and
engagement in the subject. The mean scores and standard deviations (SD) associated with each category demonstrate a consistent
pattern of disagreement, with the total mean score of 2.30 (SD 0.43) falling within the "Disagree" range. This indicates a prevailing
negative sentiment among students regarding their confidence in mathematical abilities, the perceived importance of mathematics, and
their engagement with the subject. Despite the slight variations in mean scores across categories, the overall trend underscores a need
for targeted efforts to enhance students' attitudes toward mathematics.
Table 6. Consolidated Findings of the Students’ Attitudes towards Mathematics
Attitudes towards Mathematics Mean SD Description
Confidence in Mathematics 2.28 0.51 Disagree
Importance of Mathematics 2.30 0.47 Disagree
Engagement in Mathematics 2.33 0.43 Disagree
Total Measure 2.30 0.43 Disagree
Note: 1.00-1.49 Strongly Disagree; 2.50-3.49 Agree; 1.50-2.49 Disagree; 3.50-4.00 Strongly Agree

Educators can employ a multifaceted approach, incorporating strategies to boost confidence, emphasizing the real-world relevance of
mathematical concepts, and implementing engaging instructional methods to increase student involvement and enjoyment. Regular
assessments of attitudes and continuous adjustments to teaching methodologies can contribute to a positive shift in students'
perceptions, fostering a more favorable and constructive relationship with mathematics. Additionally, initiatives to create a supportive
and encouraging learning environment can further aid in nurturing a positive mindset and promoting the value of mathematics in
students' academic and personal development.
Problem 4: Is there a significant relationship between the level of mathematics readiness and the academic performance of the
students?
Table 7 presents the results of a simple linear regression analysis aimed at examining the influence of mathematics readiness on the
academic performance of Grade 7 students. The regression coefficient for mathematics readiness is found to be 0.12, with a standard
error (S.E.) of 0.04. The standardized coefficient, indicating the strength and direction of the relationship, is 0.25. The t-value of 2.735

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with a p-value of 0.007 suggests that the regression coefficient is statistically significant, affirming that mathematics readiness has a
significant impact on academic performance. The constant term (74.99) is also statistically significant, indicating that even when
mathematics readiness is zero, the predicted academic performance is significantly different from zero.
Table 7. Simple Regression Analysis of Testing the Influence of Mathematics Readiness on Academic Performance
Regression Stand.
Predictor S.E. t-value p-value Remarks
Coefficient Coeff.
(Constant) 74.99 2.14 -- 35.101 <.001 Significant
Mathematics Readiness 0.12 0.04 0.25 2.735** 0.007 Significant
Note: R2 = 0.063 ANOVA for Regression: F=7.481**, p=.007 **p<.01
Fitted Regression Model: Academic Performance =74.99 + 0.12*(Mathematics Readiness)

The R-squared value of 0.063 suggests that approximately 6.3% of the variability in academic performance can be explained by
mathematics readiness. The ANOVA for regression yields an F-value of 7.481 with a p-value of 0.007, further supporting the
significance of the model. The fitted regression model is articulated as Academic Performance = 74.99 + 0.12*(Mathematics
Readiness). This implies that for each one-unit increase in mathematics readiness, there is a predicted increase of 0.12 units in academic
performance.
The significant relationship between mathematics readiness and academic performance suggests that students with higher readiness in
mathematics tend to exhibit better academic outcomes. The small R-squared value indicates that mathematics readiness alone explains
a limited proportion of the variability in academic performance, emphasizing the presence of other contributing factors. Nonetheless,
these findings imply the importance of addressing and enhancing mathematics readiness as a potential lever for improving academic
performance.
Educators may consider tailored interventions, additional support, and differentiated instruction to boost mathematics readiness among
Grade 7 students. Continuous monitoring and assessment of students' readiness levels can inform targeted strategies, contributing to a
more holistic approach to fostering academic success. Additionally, the regression model provides a practical tool for predicting
academic performance based on mathematics readiness, aiding educators in identifying at-risk students and implementing timely
interventions.
Problem 5: Is there a significant relationship between the level of mathematics readiness and the attitude towards mathematics
of the students?
Table 8 presents the results of a simple linear regression analysis examining the influence of mathematics readiness on the attitudes
toward mathematics among Grade 7 students. The regression coefficient for mathematics readiness is -0.02, with a standard error (S.E.)
of 0.004. The standardized coefficient is -0.39, and the t-value of -4.484 with a p-value less than 0.001 indicates that the regression
coefficient is statistically significant. The constant term (3.10) is also statistically significant, suggesting that even when mathematics
readiness is zero, the predicted attitude toward mathematics is significantly different from zero.
Table 8. Simple Regression Analysis of Testing the Influence of Mathematics Readiness on Attitude towards Mathematics
Regression Stand.
Predictor S.E. t-value p-value Remarks
Coefficient Coeff.
(Constant) 3.10 .18 -- 17.130 <.001 Significant
Mathematics Readiness -.02 .004 -.39 -4.484 <.001 Significant
Note: R2 = 0.153 ANOVA for Regression: F=20.105**, p=.000 ***p<.001
Fitted Regression Model: Attitude =3.10 – .02*(Mathematics Readiness)

The R-squared value of 0.153 indicates that approximately 15.3% of the variability in attitudes toward mathematics can be explained
by mathematics readiness. The ANOVA for regression yields an F-value of 20.105 with a p-value of 0.000, reinforcing the significance
of the model. The fitted regression model is expressed as Attitude = 3.10 – 0.02*(Mathematics Readiness).
The negative regression coefficient for mathematics readiness in relation to attitudes toward mathematics implies that as mathematics
readiness increases, there is a predicted decrease in attitudes toward the subject. This unexpected finding may suggest that students
with higher mathematics readiness might perceive the subject as more challenging or less enjoyable, potentially due to increased
academic expectations. The significant R-squared value indicates that mathematics readiness explains a notable proportion of the
variability in attitudes toward mathematics. The negative coefficient suggests a need for further investigation into the specific aspects
of mathematics readiness that may influence attitudes negatively.
Educators and policymakers should consider holistic approaches that not only address mathematical skills but also focus on fostering
positive attitudes, resilience, and enjoyment in the learning process. Continuous monitoring of students' attitudes and adjusting
interventions based on their readiness levels can contribute to a more comprehensive strategy for promoting a positive and constructive
relationship with mathematics. Wakhata et al. (2022) said that students’ positive attitude toward mathematics leads to better
performance and may influence their overall achievement and application of mathematics in real life.
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Problem 6: Which level of mathematics readiness and attitudes towards mathematics of the students predict the academic
performance of the students
Table 9 presents the results of a multiple linear regression analysis investigating the combined influence of mathematics readiness and
attitudes toward mathematics on the academic performance of Grade 7 students. The regression coefficients indicate the strength and
direction of the relationships, and the associated statistical measures provide insights into the significance of these predictors. The
constant term (67.26) is statistically significant, suggesting that even when mathematics readiness and attitudes toward mathematics
are zero, the predicted academic performance is significantly different from zero. The regression coefficient for mathematics readiness
is 0.16, with a standard error (S.E.) of 0.05 and a standardized coefficient of 0.34. The t-value of 3.451 and a p-value of 0.001 indicate
that mathematics readiness is a statistically significant predictor of academic performance.
Table 9. Multiple Regression Analysis of Testing the Influence of Mathematics Readiness and Attitude Towards
Mathematics on Academic Performance
Regression Stand.
Predictor S.E. t-value p-value Remarks
Coefficient Coeff.
(Constant) 67.26 4.00 -- 16.798 <0.001 Significant
Mathematics Readiness 0.16 0.05 0.34 3.451 0.001 Significant
Attitudes towards
2.50 1.10 .22 2.266 0.025 Significant
Mathematics
2
Note: R = 0.089 ANOVA for Regression: F=6.449*, p=.002 **p<.01
Fitted Regression Model:
Academic Performance=67.26 + .16*(Mathematics Readiness) + 2.50*(Attitudes)

Similarly, attitudes toward mathematics have a regression coefficient of 2.50, with a standard error of 1.10 and a standardized
coefficient of 0.22. The t-value of 2.266 and a p-value of 0.025 suggest that attitudes toward mathematics also significantly predict
academic performance. The R-squared value of 0.089 indicates that approximately 8.9% of the variability in academic performance
can be explained by mathematics readiness and attitudes toward mathematics. The ANOVA for regression yields an F-value of 6.449
with a p-value of 0.002, emphasizing the overall significance of the model. The fitted regression model is expressed as Academic
Performance = 67.26 + 0.16*(Mathematics Readiness) + 2.50*(Attitudes).
The multiple linear regression analysis reveals that both mathematics readiness and attitudes toward mathematics have statistically
significant influences on academic performance. The positive regression coefficient for mathematics readiness suggests that an increase
in readiness is associated with a predicted increase in academic performance. Similarly, the positive coefficient for attitudes toward
mathematics implies that a more positive attitude is linked to higher academic performance. The R-squared value, though modest,
underscores the joint contribution of these variables in explaining variability in academic performance. The statistically significant
ANOVA for regression reinforces the validity of the model, emphasizing its overall explanatory power. The fitted regression model
provides a practical tool for predicting academic performance based on mathematics readiness and attitudes toward mathematics.
These findings have crucial implications for educational strategies and interventions. Educators can design targeted programs that not
only enhance mathematical skills but also focus on fostering positive attitudes and perceptions toward the subject. Initiatives aimed at
improving attitudes and readiness could include engaging teaching methods, real-world applications, and interventions addressing
potential sources of negative attitudes. Continuous monitoring of students' readiness levels and attitudes, along with timely adjustments
to instructional strategies, can contribute to a more comprehensive and effective approach to promoting academic success. The
identified predictors in the model offer valuable insights for personalized interventions, enabling educators to tailor strategies based on
students' specific readiness levels and attitudes, ultimately contributing to improved academic outcomes.
Another factor that predominantly predicts a student’s achievement in mathematics is attitude. The study conducted at Standford
University found that a positive attitude toward mathematics accelerates the brain's memory and predicts mathematics performance
(Chen et al., 2018).
Problem 7: What action plan can be formulated from the result of the study?
Proposed Action Plan: Enhancing Mathematics Readiness and Attitudes for Improved Academic Performance
Rationale
The proposed action plan is designed to address the key findings from the study, aiming to enhance mathematics readiness and attitudes
toward mathematics to ultimately improve academic performance. By customizing the curriculum, providing targeted interventions,
and fostering a positive learning environment, we aim to create a holistic approach that considers both the academic and emotional
aspects of mathematics education. Continuous monitoring, professional development for educators, and parental engagement are
integral components to ensure sustained progress and support for students. This action plan encourages a collaborative effort involving
educators, curriculum experts, parents, and students, ensuring a comprehensive and effective strategy to elevate mathematics education
in Grade 7.

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Resources
Objective Strategies Activities Time Frame
Needed
Curriculum
Curriculum Academic
Develop a customized mathematics readiness experts, math
development Year
curriculum. teachers, online
workshops.
platforms
Improve Implement targeted interventions for students After-school
Mathematics identified as low readiness. support sessions
Readiness Access to online
Provide additional practice materials and
practice platforms.
resources.
Periodic readiness
Conduct regular assessments to monitor progress.
assessments.
Curriculum
Development
Curriculum
Integrate real-world applications and examples in Team, Guest
adjustments and --
math lessons. Speakers, Math
teacher training.
Teachers, Club
Foster Positive Facilitator
Attitudes toward Organize guest lectures or workshops showcasing Invitations to guest
Mathematics the practical relevance of mathematics. speakers.
Materials for
Implement classroom activities promoting
collaborative
collaboration and problem-solving.
activities.
Coordination of
Establish a math club or extracurricular activities.
club activities.
Assessment
Implement regular assessments of mathematics Design assessment tools, feedback
--
readiness and attitudes. tools. forms, meeting
spaces
Develop a feedback
Continuous mechanism
Establish a feedback system for students, parents,
Monitoring and (surveys, parent-
and teachers.
Feedback teacher
conferences).
Conduct periodic reviews of the action plan's Schedule quarterly
effectiveness. review meetings.
Adjust strategies based on feedback and Analytical tools for
assessment results. data interpretation.
Workshop
materials,
Provide ongoing professional development on Workshops and conference
--
effective teaching strategies for mathematics. seminars. budget,
Professional collaboration
Development for platform
Educators Financial support
Encourage participation in workshops and
for conference
conferences.
attendance.
Establish a platform
Foster a culture of collaboration and knowledge-
for knowledge-
sharing among teachers.
sharing.
Workshop materials Workshop
Conduct informational sessions on the
venue, printed
importance of mathematics readiness and positive --
Printed and online materials,
attitudes.
resources online platforms
Parental
Communication
Engagement
Provide resources for parents to support their tools (emails,
children's learning at home. newsletters,
meetings).
Establish a platform for regular communication
between parents and teachers.

Conclusion
This study shed light on various facets of Grade 7 students' mathematical readiness, academic performance, and attitudes toward

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Research Article

mathematics. While a majority of students exhibit a moderate level of readiness, the presence of a notable percentage in the low
category underscores the need for targeted interventions to address foundational challenges. The commendable overall academic
performance suggests a positive academic landscape, but ongoing support is crucial for further enhancement and addressing specific
areas of improvement.
Further, this study showed that the students exhibit a pervasive pattern of skepticism and a general lack of confidence in their
mathematical skills, as reflected in consistently low mean scores across various indicators related to attitudes toward mathematics. The
findings underscore the necessity for targeted interventions aimed at fostering a positive learning environment. Specifically, strategies
should prioritize boosting students' confidence in their mathematical abilities, emphasizing the practical relevance of mathematics, and
introducing engaging approaches to make the subject more enjoyable.
Thus, the study concluded that both mathematics readiness and attitudes toward mathematics significantly predict academic
performance. A positive association between mathematics readiness and academic performance, as well as the correlation between
positive attitudes toward mathematics and higher academic achievement, highlights the importance of these factors in shaping students'
overall success.
Based on the conclusions drawn from this study, several recommendations are proposed for different stakeholders in the educational
landscape.
Curriculum planners are encouraged to revisit and refine mathematics curricula to include targeted interventions that address varying
levels of mathematical readiness among the students. Emphasizing foundational concepts, incorporating practical applications, and
integrating diverse teaching methods can contribute to a more inclusive and effective learning experience.
School administrators should consider implementing programs aimed at enhancing students' confidence in mathematics and fostering
positive attitudes toward the subject. Professional development opportunities for teachers, focusing on innovative and engaging
teaching strategies, can further contribute to creating a supportive learning environment. Additionally, administrators may explore
extracurricular activities that promote a positive perception of mathematics, such as math clubs or interactive workshops.
For teachers, the findings highlight the importance of adopting student-centered approaches that cater to diverse readiness levels and
learning preferences. Implementing real-world examples, hands-on activities, and collaborative projects can enhance student
engagement and foster a deeper understanding of mathematical concepts. Teachers are also encouraged to provide additional support
and resources for students identified as having low readiness levels, ensuring that foundational skills are strengthened.
Students themselves are encouraged to actively engage with mathematics and seek support when needed. Recognizing the practical
applications of mathematics in daily life can contribute to a more positive attitude toward the subject. Students should also take
advantage of available resources, including extra practice and assistance, to improve their mathematical skills and boost confidence.
Finally, future researchers are encouraged to delve deeper into the relationship between mathematics readiness, attitudes toward
mathematics, and academic performance. Qualitative research methods, such as interviews and focus groups, may provide insights into
the specific factors influencing students' perceptions and attitudes.
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Affiliations and Corresponding Information

Omilhayr B. Polala
Ministry of Basic, Higher and Technical Education
BARMM – Philippines
Erlinda N. Basmayor, PhD
St. Peter’s College – Philippines

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