Asian Journal of Education and Social Studies

This study determined the attitude toward Mathematics and the Mathematics proficiency level of 210 Grade 11 learners during the 1st Semester of School Year 2024-2025 in three public secondary schools in the Del Gallego District, Division of Camarines Sur, Philippines. It examined learners’ attitudes in terms of self-confidence, value, enjoyment, motivation, and interest; assessed the agreement on the rank orders of these aspects; evaluated proficiency in functions and their graphs, business mathematics, and logic; explored differences in proficiency among schools; analyzed the relationship between attitude and proficiency; and developed a training design based on the findings. Using a descriptive-evaluative-correlational design, data were collected through a validated questionnaire measuring attitudes on a five-point scale and a researcher-made Mathematics proficiency test and analyzed using appropriate descriptive and nonparametric statistical tools.

Results indicated that learners generally demonstrated neutral attitudes toward Mathematics, with value rated positively, while overall proficiency levels across all content areas were low and interpreted as needing improvement. No significant differences in proficiency were observed among schools, and no significant relationship was found between learners’ attitudes and their Mathematics proficiency. These findings suggest that positive attitudes toward Mathematics alone may not translate into improved performance, highlighting the need for targeted instructional support. Based on the results, a training design was developed to address identified gaps by strengthening conceptual understanding, enhancing learner engagement, and supporting teachers in implementing more responsive and evidence-based instructional strategies.