BELIEFS AND ATTITUDES TOWARDS MATHEMATICS AS PREDICTORS OF STUDENTS' ENGAGEMENT

EDUCATION

This study aimed to determine the significant relationship between beliefs and attitudes and students’ engagement in Mathematics at St. Francis Xavier College. A descriptive-correlational research design was used, with college students as respondents. Data were collected through a structured survey measuring cognitive, emotional, and social engagement, as well as students’ beliefs and attitudes toward mathematics, and analyzed using descriptive statistics, correlation, and regression analyses. The results revealed that students exhibit high levels of beliefs, attitudes, and engagement in mathematics. Cognitive engagement scored the highest among engagement dimensions, while the recognition of the value and importance of mathematics were the strongest indicators of beliefs and attitudes. Significant positive relationships were found between both beliefs and engagement and attitudes and engagement. Regression analysis further showed that most components of beliefs and attitudes significantly influence engagement. In conclusion, students’ positive beliefs and attitudes are closely linked to higher engagement in mathematics. Educators are encouraged to enhance enjoyment, motivation, and appreciation of mathematics to promote active and meaningful learning.

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