Effect of Attitude Towards Mathematics on Academic Performance: A Motivational Math Handbook for Teachers and Students

Abstract

The attitudes of junior high school learners toward mathematics significantly influence their academic performance. Anchored in Congruity Theory, this study evaluated the relationship between affective student profiles and academic achievement using an embedded mixed-methods design. A sample of 200 randomly selected secondary students was assessed using a modified Fennema-Sherman Mathematics Attitude Scale (FSMAS) alongside final mathematics grades. Quantitative findings revealed a statistically significant positive correlation between student attitudes and academic performance, with female students demonstrating higher mean achievement than male peers. Perceived Usefulness of Mathematics emerged as the strongest predictor of academic success, followed by Teacher Perception, Male Domain views, and internal Confidence. Qualitative data corroborated these results, indicating that real-world relevance fosters positive attitudes, whereas perceived lack of utility drives subject avoidance. Based on these findings, mathematics educators are encouraged to implement contextualized, experiential strategies that emphasize real-world application. Ultimately, these empirical insights informed the development of a structured motivational handbook designed to assist teachers in making mathematics meaningful to students.