Author(s)

John V. de Vera¹, Emerson D. Peteros^2*, Larry B. Peconcillo Jr.¹, Gerly A. Alcantara³, Janine Joy L. Tenerife², Eric R. Villarin², Margie D. Fulgencio²

¹College of Education, Cebu Technological University-Naga Extension Campus, City of Naga, Cebu, Philippines.
²College of Education, Cebu Technological University-Main Campus, Cebu City, Cebu, Philippines.
³College of Education, Cebu Technological University-Danao Campus, Danao City, Cebu, Philippines.

This research investigated the differences on students’ attributes in mathematics such as their attitudes, self-efficacy, learning environment, and math performance based on their learning sessions. The descriptive comparative research design was employed using a three-set survey questionnaire to assess the attitudes, self-efficacy, and learning environment while the average of the students’ First and Second Quarter grades in Math was used to assess their academic performance. There were 204 respondents who were selected using stratified random sampling with their learning session as the stratum. Data were treated using descriptive and inferential statistics. Results revealed that the students had positive attitudes towards Math, had moderately positive self-efficacy and considered learning environment as influential to their learning while they had fair math performance. When grouped by their learning sessions, findings showed no significant difference on the students’ attitudes, self-efficacy, and learning environment but there is a significant difference on their math performance. Hence, school administrators and teachers are encouraged to design programs that would minimize the gap of student’s math performance based on their learning sessions.

Attitudes, Learning Environment, Learning Session, Performance in Math, Self-Efficacy

de Vera, J. , Peteros, E. , Peconcillo Jr., L. , Alcantara, G. , Tenerife, J. , Villarin, E. and Fulgencio, M. (2022) Assessing Differences on Students’ Attributes in Mathematics Based on Their Learning Sessions. Open Journal of Social Sciences, 10, 170-185. doi: 10.4236/jss.2022.103012.