Attitudes toward Mathematics and Their Relationship with Performance in Elementary Basic Education Students
DOI:
https://doi.org/10.56200/mried.v4i1.11292Keywords:
attitudes toward mathematics, academic performance, motivation, confidence, basic educationAbstract
The study analyzed the relationship between attitudes toward mathematics and academic performance among fourth-grade students in Basic General Education at a private school in Quito, Ecuador. A quantitative, non-experimental, correlational, cross-sectional design was applied. The sample consisted of 59 nine-year-old students selected through non-probabilistic convenience sampling. Attitudes toward mathematics were measured using a 20-item Likert-type questionnaire covering three dimensions: confidence, perceived usefulness, and enjoyment; the instrument demonstrated high reliability (α=0.89). Academic performance was obtained from the students’ final mathematics grades. Results showed a positive and statistically significant correlation between attitudes and academic performance (r=0.61; p<0.01). The simple linear regression model explained 37% of the variance in achievement (R²=0.37), confirming that positive attitudes predicted higher performance. It was concluded that self-confidence, motivation, and enjoyment of the subject were determining factors in improving academic outcomes. Promoting favorable attitudes toward mathematics from early school years was considered essential to strengthen motivation and foster meaningful and lasting learning in mathematics.
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Copyright (c) 2025 Rebeca Edith Jiménez Espinosa, Carlos Andrés Ávila Andrade , Diana Carolina Parrales Castro, Tania Monserrath Calle García, Wiliam Nelson Villegas Pinargote
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