Correlation of Academic Roots and Educational Success (CARES) of Education Program Students in Mathematics in the Modern World (Math 01)

Abstract

Mathematics in the Modern World (MATH 01) is a core subject in college that many students find challenging, and its mastery is often influenced by prior academic preparation and students’ attitudes toward learning. This study examined the relationship between Senior High School (SHS) academic background, students’ attitudes toward mathematics, and their performance in MATH 01. Specifically, it investigated how SHS track, General Weighted Average (GWA), and attitude toward mathematics relate to students’ final grades in the course. Using a descriptive-correlational design, data were collected from fifty (50) college students through a questionnaire and academic records. Descriptive statistics and Pearson correlation were employed for analysis. Findings revealed that most respondents came from the HUMSS and TVL tracks and had outstanding SHS academic performance, as reflected in their GWA. In terms of MATH 01 grades, most students achieved Very Satisfactory to Outstanding results. Respondents generally exhibited positive attitudes toward learning mathematics, recognizing its practical value, cognitive benefits, and relevance in daily life. Statistical analysis indicated that SHS track and GWA were positively and significantly correlated with MATH 01 performance, suggesting that students’ prior academic background influences their success in the course. However, the relationship between students’ attitude toward mathematics and their MATH 01 grade was not statistically significant, indicating that a positive attitude alone does not necessarily translate into higher academic achievement. Based on these findings, it was concluded that SHS academic background plays a more substantial role in students’ performance in MATH 01 than their attitude toward the subject.