Transforming Mathematics Education Through Learner Attitudes and Engagement: An Analysis Among Elementary Pupils in the Santo Tomas District

Authors

  • EUGINE AGPAOA NORTHEASTERN COLLEGE-SANTIAGO CITY, PHILIPPINES Author

DOI:

https://doi.org/10.64358/sih.v2i2.96

Keywords:

mathematics education, learner attitudes, student engagement, mathematics learning, elementary pupils, contextualized instruction, learner-centered pedagogy

Abstract

Learner attitudes and engagement significantly influence mathematics learning outcomes and classroom participation among elementary pupils. This study explored how learner attitudes and engagement shape mathematics education among elementary pupils in the Santo Tomas District. Anchored on Constructivist Learning Theory and Student Engagement Theory, the study employed a descriptive qualitative research design to examine learners’ experiences, perceptions, participation patterns, and emotional responses toward mathematics learning. Participants included selected elementary pupils and mathematics teachers from public elementary schools within the Santo Tomas District. Data were gathered through semi-structured interviews, focus group discussions, classroom observations, and document analysis. Braun and Clarke’s (2006) thematic analysis approach was utilized in analyzing the gathered data. Findings revealed that positive learner attitudes toward mathematics are influenced by supportive instructional practices, collaborative classroom environments, contextualized teaching approaches, and encouraging teacher-learner relationships. Learners demonstrated stronger engagement when mathematics lessons were interactive, practical, and connected to real-life experiences. However, mathematical anxiety, low confidence, fear of making mistakes, and difficulties in understanding abstract concepts negatively affected participation and learning motivation. The findings further revealed that learner-centered and emotionally supportive mathematics instruction contributes significantly to improving learner engagement and positive attitudes toward mathematics education. The study concludes that transforming mathematics education requires responsive pedagogical approaches that strengthen learner confidence, participation, and meaningful engagement. Strengthening contextualized mathematics instruction, collaborative learning practices, and supportive classroom environments is recommended to improve mathematics learning experiences among elementary pupils.

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Published

2026-06-12

Issue

Vol. 2 No. 2 (2026): Studies in Interdisciplinary Horizons

Section

Articles

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