HOME NUMERACY PRACTICES AND ATTITUDES TOWARDS LEARNING MATHEMATICS AS PREDICTORS OF ACADEMIC PERFORMANCE OF STUDENTS

Abstract

This quantitative study investigated the predictive significance of home numeracy practices and attitudes towards learning mathematics on the academic performance of grade 7 students from four public secondary schools in Santo Tomas District, Division of Davao del Norte. Three hundred two respondents were identified using stratified random sampling. Two adopted, validated survey questionnaires and one researcher-made test were utilized in the study to gather data, which were then analyzed using mean, standard deviation, Pearson-r and multiple regression analysis. The results demonstrated that the home numeracy practices both informal and formal are high, student’s attitudes towards learning mathematics are high and their academic performance are low. The data also demonstrated that home numeracy practices and attitudes towards learning mathematics are not statistically significant predictors of academic performance. This study underscores the importance of strengthening students' mathematical foundations through active home engagement and fostering positive attitudes toward learning mathematics. The findings highlighted the need to encourage positive attitudes and home numeracy practices to improve students' academic performance. Teachers may include home numeracy activities and encourage the students about the importance of a positive mindset in mathematics. This strategy should be given top priority by DepEd officials in the teaching of mathematics. Future research should investigate how home numeracy practices and attitudes towards learning mathematics affect students' academic performance as well as practical implementation strategies.