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Abstract
This research employs a quantitative approach, utilizing attitude surveys and achievement tests as data collection techniques, to explore the relationship between students' attitudes towards economics and their academic performance in this subject. Employing a descriptive-correlational method, the study involves 417 students selected from diverse public junior high schools in Nueva Vizcaya. The findings indicate that Grade 9 students generally exhibit positive attitudes towards the Economics subject, their Economics teachers, the school and classroom environment, parental support, and teaching methodologies. However, when it comes to academic performance, these students tend to score lower in specific topics within economics, including the definition and nature of economics, needs and wants, allocation and production of goods and services, supply and demand analysis, and concepts of market. While a weak positive correlation (r = 0.318, p > 0.05) is observed between students' attitudes towards economics and their performance in the subject, it is not statistically significant. This suggests that there may be other influential factors at play in determining academic success in economics. The study also culminates in the development of Daily Lesson Logs (DLLs) tailored to the unique needs and preferences of the current generation of learners. These DLLs are recommended for thorough appraisal, evaluation, and potential implementation in the classroom, with the aim of enhancing the teaching and learning experience in economics.
