Abstract
Geometric problem-solving skills are crucial for success in mathematics, and understanding the factors that contribute to these skills is vital for effective mathematics education. This study examined the relationship between learners' attitudes, mathematical proficiency, and achievement in solving geometric problems among two hundred eight (208) Grade 9 learners in an IP-dominated school. Mathematical proficiency was operationally defined as learners’ mastery of the foundational knowledge in geometric symbolism, vocabulary, and visual representation, crucial in solving geometric problems. A descriptive-correlation research design was employed in this study. Survey questionnaire and multiple-choice test were used to gather the respondents' data. The collected data were analyzed using mean, standard deviation, mean percentage, and Pearson-r. The findings revealed that students' attitudes toward mathematics in terms of confidence was high (M= 3.41, SD=0.47), importance of mathematics was high (M=3.89, SD=0.50), and engagement in mathematics was high (M=3.43, SD=0.47). Moreover, learners’ mathematical proficiency in terms of symbolism was average (M=57. 31, SD=18.32), vocabulary was average (M=43.53, SD= 16. 22), and visual representation was average (M=43. 94, SD=21.15). Furthermore, their achievement in solving geometric problems was satisfactory (M=83.81, SD=6.72). Significant relationships were found between attitudes and achievement in solving geometric problems (r=0.205, p<0.05), and between mathematical proficiency and achievement in solving geometric problems (r=0.153, p<0.05). Hence, this study concluded that attitudes affect problem solving skills of learners, and strong foundational knowledge contribute to learners successful problem-solving in geometry.
