Perspectives on Mathematics Proficiency and Attitudes among First-Year Students in Higher Education

Abstract

This study explored the students' attitudes toward mathematics and their proficiency levels, with a focus on variations across academic programs. Using a descriptive research design, data were gathered from 278 college students through a researcher-developed Mathematics Proficiency Test and the Attitudes Toward Mathematics Inventory (ATMI). Results revealed that while students hold a generally positive view of mathematics' value, their self-confidence, enjoyment, and motivation remain neutral. Most students spent only 1–2 hours per week studying math, and over half were categorized under the “Developing” proficiency level. ANOVA tests showed no significant differences in attitude or performance across programs. These findings underscore the importance of fostering supportive, engaging learning environments to enhance both skill and mindset in mathematics.