Mathematics Proficiency and Student Attitudes: A Comparative Examination of First-Year Students in A Higher Education Institution

Abstract

This study aimed to assess first-year students' mathematics proficiency and attitudes at La Consolacion College, Liloan, Cebu, Inc., during the academic year 2024-2025 as a basis for an action plan. Specifically, it examined students’ confidence, motivation, value, and enjoyment in mathematics and proficiency levels. Employing a descriptive-comparative research design, the study involved 62 respondents across three academic programs. Data were gathered using a Mathematics Proficiency Test and a Survey Questionnaire on Attitudes Toward Learning Mathematics. Statistical tools such as frequency count, percentage, weighted mean, and one-way analysis of variance (ANOVA) were utilized to analyze the data. The findings revealed that most students were at the 'Developing' proficiency level (38.71%), with only 3.23% reaching the 'Advanced' level. Attitudes toward mathematics were predominantly neutral for confidence, motivation, and enjoyment, while value was rated positively. No significant differences in attitudes or proficiency were observed across programs. The hypothesis tests confirmed that neither attitudes nor proficiency varied significantly when grouped by academic program. The study concluded that low proficiency levels and neutral attitudes toward mathematics highlight the need for targeted interventions. Recommendations include implementing tutoring programs, workshops, and mentorship to improve proficiency, fostering positive attitudes through interactive learning strategies, and enhancing resource accessibility. Regular assessments and curriculum adjustments are also proposed to ensure sustained progress. This research underscores the importance of a supportive learning environment and tailored educational strategies to improve mathematics proficiency and engagement.