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· Volume III Issue I


This study aimed to determine which of the domains of learning environment best predicts the attitudes of the students. The study used non-experimental quantitative research design utilizing descriptive correlational technique. The respondents were 351 junior high school students and they determined using the stratified random sampling using Slovin’s formula. The mean, Pearson r, and Regression analysis were the statistical tools used in this study. Moreover, adapted survey questionnaires were utilized to measure the levels of learning environment and attitude of the students in Mathematics.  The result showed that the level of learning environment was high and the level of attitude of students in Mathematics was also high. Further, data revealed that there was a significant relationship between learning environment and attitude of students in Mathematics. The overall learning environment of students significantly influenced the attitude of students in Mathematics.  The involvement domain of learning environment was found to be the best predictor of attitude of the students. 

Keywords: education, learning environment, attitude, mathematics, Philippines



Attitude is an essential key towards teaching and learning processes in Mathematics (Farooq & Shah, 2008). However, there are attitudes of the students towards Mathematics that plays an important factor which will hinder mathematical learning and engagement (Hemmings, Grootenboer, & Kay, 2010). To some students, they viewed Mathematics as boring and a difficult subject to master (Shafie, Shahdanb, & Liew, 2010) and no relevance to their life experiences (Attard, 2011; Suan, 2014). Students have the tendency to disengage also when they cannot get good marks from their math activities and when they perceive they cannot finish the task on a given time (Intero & Tandog, 2015).

Attitudes towards Mathematics serve as a potent factor in attempting to understand and explain inconsistency in student participation, performance and success in Mathematics as well as in other affective domain (Manoah, lndoshi, & Othuon, 2011; Mata, Monteiro, & Pexeito, 2012; Yaratan & Kasapoğlu, 2012). It is necessary to enhance student’s attitude because there is a significant relationship between student’s attitude and Mathematical results of the students in learning Mathematics (Marchis, 2011; Singh & Imam, 2013).

In cognizant to the importance of attitude in Mathematics, the researcher looked for variables that can affect the said variable. Several studies have consistently shown the correlation between learning environment and attitude towards Mathematics. Students who observed that their learning environment is well equipped and encouraging to them, they are more persistent in learning Mathematics (Maat & Zakaria, 2010). When students experienced support and help in their classroom climate in general, they are more likely to develop positive attitudes (Mata, Monteiro, & Pexeito, 2012) because student’s social setting and how they interpret relevant situations play an important role in attitude formation (Can et al., 2017).

Considering the number of literature which suggests strong relationship between learning environment and student’s attitude in Mathematics, this study explores on the same path by investigating the experiences of junior high school students in the Philippines. Also, this study attempts to extend the widely used WIHIC (What Is Happening In this Class?) instrument which has not been commonly used to Filipino Mathematics education under the present curriculum reform K to 12 programs. In view of this situation, this study finds to bridge these gaps and the researcher finds its urgency to study whether learning environment of public junior high school students is associated with their attitude in Mathematics. Lastly, these findings can suggest modifications of the Mathematics curriculum in the future.

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