Attitude and Achievement: A Study of Learners' Approaches to Mathematics

Cesar Espinosa

doi:10.62596/eir.j4j8yj77

Authors

Cesar G. Espinosa Biliran Province State University-Biliran Campus, Naval, Biliran 6566, Philippines Author

DOI:

https://doi.org/10.62596/eir.j4j8yj77

Keywords:

Mathematics attitude, academic achievement, learning approaches

Abstract

This review examines the relationship between learners’ attitudes, learning approaches, and achievement in mathematics. Existing literature consistently shows that positive attitudes—such as enjoyment, confidence, and valuing mathematics—are strongly associated with higher academic performance. Studies also highlight a reciprocal relationship where achievement further enhances positive attitudes, creating a reinforcing cycle of motivation and success. Additionally, learners who adopt deep learning strategies and demonstrate higher self-confidence tend to perform better than those relying on surface-level memorization. Overall, fostering positive attitudes and effective learning approaches is essential for improving mathematics achievement.

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