Analysis on the Attitudes and Mathematics Proficiency among the First Year Students in a Higher Education Institution

Abstract

This study investigated the relationship between students’ attitudes toward mathematics and their mathematics proficiency among the students enrolled. Using a descriptive research design, data were gathered through a researcher-developed Mathematics Proficiency Test and the standardized Attitudes Toward Mathematics Inventory (ATMI). The results showed that while students generally held neutral attitudes in terms of self-confidence, motivation, and enjoyment, they displayed a positive perception of the value of mathematics. Despite this, over 85% of students performed below the proficient level. A significant difference in attitudes was found among students from different academic programs, though no significant difference was observed in their mathematics proficiency. These findings underscore the importance of addressing both cognitive and affective factors in mathematics education and call for interventions that foster motivation, confidence, and engagement to support academic success in the subject.