Attitudes and Mathematics Proficiency among Second Year Higher Education Students

Abstract

This study compared the attitudes and mathematics proficiency among second-year university students. Utilizing a descriptive-comparative research design, 88 students were selected through random sampling, with data analyzed using frequency counts, weighted mean, percentages, standard deviation, and One- way analysis of variance (one-way ANOVA). Findings revealed that most most of the respondents have access in basic mathematical books, and 78.41% of the population spent 1-2 hours per week in studying mathematics. Students demonstrated a generally neutral attitude towards learning mathematics; however, comparative analyses indicated no significant difference in attitudes based on the programs enrolled which implies their attitudes towards mathematics are the same regardless of the academic program students are enrolled in. In contrast, the comparative test of mathematics proficiency revealed significant differences related to the programs enrolled which suggests that the academic program in which students are enrolled has an impact on their mathematics skills. The study concludes with a recommendation to implement the proposed action plan to address identified gaps and support holistic students’ development. In the long run, this will result in a well-rounded education for the students, equipping them with the knowledge and attitude needed for success both in and outside the classroom. The university will be proactive in ensuring that students are not only mathematically proficient but also professionally and academically successful.