A Mixed- methods Study on the Attitudes of Freshmen Students toward Mathematics

Abstract

This study sought to determine the attitude of freshmen students toward mathematics at Kapalong College of Agriculture, Sciences, and Technology (KCAST), focusing on four key dimensions: anxiety, motivation/enjoyment, confidence, and importance/value. This study employed a mixed-methods design, specifically the convergent parallel approach, which concurrently collected and analyzed both qualitative and quantitative data. Descriptive design was used for the quantitative phase, while a phenomenological approach guided the qualitative phase. According to Creswell (2003), this method allows for a more comprehensive understanding by comparing and integrating findings from both data sets. Findings revealed that students generally had a moderate attitude toward mathematics. Influencing factors included math anxiety, self-confidence, motivation, and the perceived importance of the subject. The thematic analysis of qualitative data revealed three primary themes: psychological and cognitive challenges in math performance, the use of digital and independent strategies in learning math, and the impact of math perceptions on students’ career choices. Integration of both data sets showed that qualitative insights supported the quantitative patterns, indicating consistency across findings. It can be inferred that students’ attitudes toward mathematics are influenced by both internal factors (such as anxiety, confidence, and motivation) and external factors (including perceived value and learning strategies). The merging of qualitative and quantitative results provides a comprehensive understanding of the moderate attitude observed, suggesting the need for targeted interventions to improve students’ experiences and perceptions in learning mathematics