Abstract
This study investigated the relationship among attitudes toward mathematics, study habits, and academic performance of Grade 10 students at Handumanan National High School. Utilizing a descriptive-correlational research design, the study involved 288 students, with their academic performance measured by the average of their first and second quarter grades in Mathematics. The majority of respondents were from heterogeneous classes, with a smaller portion from homogeneous groups. Both groups demonstrated generally positive attitudes toward Mathematics. Although students perceived their exam preparation methods as effective, they reported difficulties with concentration and employed less effective study habits overall. Academic performance was rated as very satisfactory across both groups, with no significant difference based on class grouping. The results indicated no significant difference in attitudes toward Mathematics between homogeneous and heterogeneous groups; however, a significant difference was observed in their study habits. For the homogeneous group, a strong positive correlation was found between attitudes toward Mathematics and academic performance. In contrast, no significant relationship was found between attitudes and study habits or between study habits and academic performance within this group. Among the heterogeneous group, attitudes toward Mathematics were significantly correlated with academic performance, as were their study habits. However, no significant relationship was found between their attitudes and study habits. These findings suggest that both attitude and study habits independently influence academic performance in Mathematics, with variations depending on class grouping.
