Students’ Attitudes Toward Mathematics and Mathematics Performance Within the Spiral Progression Curriculum: Evidence From Grade 11 Learners in Bohol, Philippines

This study examined Grade 11 students' attitudes toward mathematics within the spiral progression curriculum and how these attitudes correlated with mathematics performance. The study used a quantitative correlational design, as guided by Bruner's Spiral Curriculum Theory and Weiner's Attribution Theory-forty-four Grade 11 pupils at Basiao High School, Pres. Carlos P. Garcia, Bohol participated in the study. Data were collected using a modified mathematics attitude questionnaire and summative tests devised by the researcher, which included mathematical competence for Grades 7–10. The data were analyzed using descriptive statistics and Spearman's rank-order correlations. The results revealed that the respondents had a moderate motivation attitude towards mathematics (M = 2.43, SD = 0.36), but poor performance in mathematics (M = 14.31, SD = 3.27). The scores were higher for the strategic use of mathematical tools and problem-solving than for communication, reasoning, linkages, representation, and accuracy. All summative examinations continued to demonstrate consistently low performance in math, with all respondents falling into the "Did Not Meet Expectations" group. Similarly, ability levels were grouped into the low and extremely low categories, indicating difficulty with basic arithmetic. There was no significant association between students' attitudes toward mathematics and their performance (r_s = .001, p = .994) in the correlation study. The findings indicate that although youngsters show some interest in mathematics, significant learning gaps persist in several skills. Moreover, the results showed that additional factors beyond attitude variables can affect mathematical success. In the spiral progression curriculum, enhancing conceptual understanding, necessary skills, and instructional support can lead to improved mathematics learning outcomes.