ABSTRACT
The study aimed to determine the relationship between the attitude and Mathematics performance of grade 5 students in Canossa Academy - Lipa. It also focused on determining the perceived attitude of the students in Mathematics in order to prepare an intervention plan of activities. The study reveals that from three successive academic years indicates that the majority of Grade 5 students consistently achieved satisfactory to outstanding levels of performance in mathematics, with no students falling below the expected standards, suggesting the effectiveness of educational strategies and interventions employed during this period. The findings showed that Grade 5 students generally possess a high level of confidence in counting and using numbers but need to improve their confidence in measuring skills. Nurturing students' confidence and positive attitudes towards mathematics can contribute to improved learning outcomes in the subject. were assessed as being highly significant, suggesting their importance in academic success. It also showed that Grade 5 students recognize the practical applicability of mathematics in various careers and professions, but there is room for further reinforcement in their perception of math's usefulness in understanding patterns and relationships. Promoting students' understanding and appreciation of the practical applications of math can influence their career choices and enhance their engagement in the subject. The results have shown that statistically, there is a significant relationship between Grade 5 students' attitudes towards mathematics, including their confidence and perceived usefulness of the subject, and their mathematical performance. In order to enhance the mathematics performance of Grade 5 students, an intervention plan consisting of various activities has been developed. Additionally, it is recommended that future researchers broaden the study's scope to obtain more dependable findings.
Keywords: Attitude, Confidence in Learning Mathematics, Usefulness of Mathematics, Mathematics Performance
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