Marikina City – A positive attitude toward mathematics plays a significant role in improving Grade 9 students' problem-solving performance, according to a study published by Mia D. Alano and Celso C. Dumalig from Northeastern College, Inc. Graduate School, Santiago City, Philippines, in the International Journal of Scientific Multidisciplinary Research in July 2026. The research found that students who demonstrate greater interest, confidence, and positive perceptions of mathematics tend to perform better in solving mathematical problems, highlighting the importance of fostering positive learning attitudes to enhance academic achievement.
Mathematics is widely recognized as one of the most important subjects in education because it develops logical reasoning, critical thinking, and problem-solving skills that are essential for both academic success and everyday life. Despite its importance, many students continue to perceive mathematics as a difficult subject. Feelings of anxiety, low self-confidence, and lack of motivation often discourage learners from engaging with challenging mathematical problems. Recognizing these challenges, the researchers sought to examine how students' attitudes toward mathematics influence their ability to solve mathematical problems effectively.
The study was conducted at Nangka High School in Marikina City, Philippines, during the 2026–2027 academic year using a descriptive-correlational research design. A total of 75 Grade 9 students were randomly selected to participate in the research. Data were collected using a researcher-developed questionnaire measuring students' attitudes toward mathematics and were analyzed using frequency and percentage distributions, weighted mean, Chi-square tests, and Pearson Product-Moment Correlation to determine the relationship between students' attitudes and their problem-solving performance.
The findings revealed that students generally possessed a positive attitude toward mathematics, with an overall weighted mean score of 3.96, interpreted as Agree. Most respondents reported that they enjoy learning mathematics, consider it an important school subject, and believe they can understand difficult mathematical concepts when they put forth sufficient effort. These results indicate that although mathematics is often perceived as challenging, students generally recognize its educational value and maintain favorable attitudes toward learning it.
Several survey items received particularly high ratings. The statement "Mathematics is an important subject to learn" obtained a weighted mean of 4.69, while "I can understand difficult mathematical concepts if I try" received 4.59. Students also strongly agreed that they feel comfortable answering mathematics questions in class, with a score of 4.26, and agreed that mathematics is useful in everyday life, with a score of 4.12. These findings suggest that students appreciate the importance of mathematics and believe that persistence and effort contribute to successful learning.
At the same time, the research highlights that mathematics anxiety remains a major concern. The statement "I feel nervous when solving difficult mathematics problems" received the highest rating of 4.97, followed by "I feel anxious when the teacher asks me to solve a math problem" (4.57), "Mathematics makes me feel stressed" (4.33), and "I feel worried during mathematics tests" (4.23). These findings indicate that even students with generally positive attitudes toward mathematics continue to experience considerable stress and anxiety when faced with difficult mathematical tasks.
The statistical analysis also revealed significant relationships between students' attitudes toward mathematics and several demographic variables, including sex, age, and class section. Every indicator produced a significance value of 0.000, demonstrating that these demographic characteristics significantly influence students' confidence, interest, perceptions, and emotional responses toward mathematics. The results suggest that mathematics learning experiences differ across student groups and should therefore be addressed through more individualized instructional approaches.
More importantly, the study concludes that students with more positive attitudes toward mathematics demonstrate stronger problem-solving performance. Learners who are motivated, confident, and interested in mathematics are more likely to analyze problems effectively, apply appropriate solution strategies, and achieve better academic outcomes than students who experience negative attitudes or high levels of mathematics anxiety.
Based on these findings, the researchers recommend that mathematics teachers adopt more engaging, learner-centered instructional strategies to reduce mathematics anxiety and strengthen students' confidence. Collaborative learning, problem-based instruction, contextualized examples, and constructive feedback can help students develop more positive attitudes toward mathematics. School administrators are encouraged to provide professional development opportunities and adequate instructional resources, while parents should reinforce positive study habits and encourage supportive learning environments at home.
According to Mia D. Alano and Celso C. Dumalig, success in mathematics education depends not only on students' cognitive abilities but also on their attitudes, beliefs, and emotional well-being throughout the learning process. Creating enjoyable classroom experiences, reducing mathematics anxiety, and strengthening students' motivation are therefore essential steps toward improving both problem-solving performance and overall academic achievement.
Author Profile
Mia D. Alano – Northeastern College, Inc. Graduate School, Santiago City, Philippines
Celso C. Dumalig – Northeastern College, Inc. Graduate School, Santiago City, Philippines
Research Source
Article Title: Attitude towards Mathematics and Its Relationship to Problem-Solving Performance of Grade 9 Students
Journal: International Journal of Scientific Multidisciplinary Research (IJSMR), Vol. 4, No. 7, 2026
DOI: https://doi.org/10.55927/ijsmr.v4i7.106
Journal Link: https://journalijsmr.my.id/index.php/ijsmr
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