Self-Efficacy and Attitude towards Mathematics: Its Implication to Mathematics learning

Abstract

The study explored the implication of cognitive model to mathematics learning. Specifically, it determined the relationship and effects of students’ attitude towards mathematics (ATM) and mathematics self-efficacy (MSE) to students’ mathematics performance. The study utilized the mixed method of research. The participants of the study were the 304 second year teacher education students to determine the causes, effects, and ways of overcoming negative ATM and low MSE. Results revealed that students   ATM and MSE were both significantly correlated and affect mathematics performance. The main cause of negative ATM was the teacher s behavior and pedagogy. The causes of low MSE were personal ability; fear of committing mistakes; and destructive feedback from teachers. Students   negative ATM and low MSE resulted on students performing less in class. To overcome these challenges, teachers should treat seriously the need for improving the cognitive model among the students, because it influences their lives today and in the future. Teachers should help students manage their thoughts, emotions, and behavior positively towards mathematics. It can be done through teachers’ careful curriculum planning, writing, & implementation with appropriate supported curriculum that aims to develop positive ATM and high MSE among students. The students also need their parents support through monitoring, and checking their progress.