Post-Pandemic Study Between the Students’ Attitude Towards Mathematics and their Level of Mastery on the Fundamental Operations of Integers

Abstract

This study examined the relationship between students’ attitudes toward mathematics and their mastery of the fundamental operations of integers in the post-pandemic context. Using a descriptive-correlational research design, data were gathered from 146 Grade 7 students across three public secondary schools in Mandaue City, Philippines during the 2022–2023 school year. Students’ attitudes were measured using the Attitude Toward Mathematics Inventory (ATMI), while their mastery of integer operations was assessed using the Integer Test of Primary Operations (ITPO). Descriptive results showed that students generally exhibited a neutral attitude toward mathematics in terms of self-confidence, enjoyment, and motivation, while demonstrating a positive attitude toward the value of mathematics. In contrast, the majority of students (73.97%) performed at the Beginning level in integer operations, indicating substantial learning gaps following the pandemic. Spearman’s rho revealed a statistically significant but weak positive correlation between students’ attitudes toward mathematics and their mastery of integer operations (rs = 0.181, p = .029). This suggests that although students with more positive attitudes tend to show higher mastery, attitude alone explains only a small portion of performance variance. The findings highlight the need to strengthen both cognitive and affective dimensions of mathematics learning through targeted instructional interventions. Improving foundational skills while simultaneously fostering confidence, enjoyment, and motivation may better support student recovery from pandemic-related learning losses.