Family support, attitude, and Mathematics performance of Senior High School learners in modular distance learning

Abstract

This study employed descriptive-correlational research to identify whether family support, attitude towards mathematics, and attitude towards modular distance learning have a relationship affecting the mathematics performance of 80 Grade 11 learners of a national high school in the province of Iloilo S.Y. 2021-2022 coming from different academic strand under modular distance learning. They were chosen through stratified random sampling with proportional allocation. The instruments used in this study are the following: (a) Personal data sheet-checklist constructed by the researcher, (b) Questionnaire on family support personally constructed by the researcher, (c) Questionnaire on Learners' Attitude towards Mathematics adopted from Guce, I & Talens, J. (2013), (d) Questionnaire on Learners' Attitude towards Modular Learning personally constructed by the researcher and a (e) 60-item Summative Test personally constructed by the researcher. Mean and standard deviation were used as descriptive statistical tools, and Pearson Product Moment Correlation Coefficient (Pearson's r) set at 0.05 alpha level of significance was used as an inferential statistical tool. All statistical computations were processed through the Statistical Package for Social Sciences (SPSS) software. The results show that the learners live with a supportive family. Also, the learners' attitude towards mathematics and the mode of learning (Modular Distance Learning) is somewhat positive. This shows that the learners are living in a family with a moderate tendency to engage in their learner's education. The learners receive high financial support and positive mental and emotional support from their families. The Grade 11 SHS learners somewhat like mathematics as a subject, had a low tendency to engage in mathematical activities, somewhat believe that oneself is good in math, and somewhat believe that math is useful. While their mathematics performance is low. The Pearson r result showed that a positive and significant relationship existed between learners' family support and mathematics performance. This shows that learners who receive more support from their families tend to perform better in mathematics. This finding could have implications for educational interventions or policies aimed at improving learners' academic performance by fostering stronger family involvement and support in their learning process. Also, a positive and significant relationship existed between learners' attitudes towards mathematics and their mathematics performance. This shows that learners with a positive attitude towards mathematics are likelier to achieve better grades or scores in the subject. This insight could inform teaching strategies, curriculum design, and interventions aimed at improving learners' attitudes and performance in mathematics. On the other hand, no significant relationship existed between learners' attitudes towards modular distance learning and mathematics performance. Learners' attitudes towards modular distance learning (such as their feelings, opinions, or perceptions about this method of learning) do not seem to have a noticeable impact on their mathematics performance. Understanding this lack of relationship can be important for educators and policymakers when considering the effectiveness of different teaching methods or learning modalities. The study suggests that elements other than attitudes toward the learning format might be more influential in determining learners' performance in mathematics when using modular distance learning. The researcher recommends that families and educators continue their love, passion, and support for their learners. This will help the learners improve their character, attitude, and cognition for their future. Also, other researchers may explore more avenues, especially on the learning modality, specifically with larger sample sizes. This is to confirm or contradict the findings of the current study.