ISJ Theoretical & Applied Science 07(159) 2026

Philadelphia, USA

Gamboa, R.S., Bicalas, M., Abello, A., Gevana, R., & Jagdon, Sh.

Understanding students’ numeracy competence through the lens of confidence in problem solving and attitude towards mathematics.

Full Article: PDF

Scientific Object Identifier: http://s-o-i.org/1.1/TAS-07-159-3

DOI: https://dx.doi.org/10.15863/TAS.2026.07.159.3

Language: English

Citation: Gamboa, R.S., Bicalas, M., Abello, A., Gevana, R., & Jagdon, Sh. (2026). Understanding students’ numeracy competence through the lens of confidence in problem solving and attitude towards mathematics. ISJ Theoretical & Applied Science, 07 (159), 21-62. Soi: https://s-o-i.org/1.1/TAS-07-159-3 Doi: https://dx.doi.org/10.15863/TAS.2026.07.159.3

Pages: 21-62

Published: 30.07.2026

Abstract: This study assessed the relationship between attitudes towards mathematics, problem-solving confidence, and numeracy skills of Grade 9 students. A total of 100 respondents were surveyed using standardized questionnaires and numeracy assessments. The study examined demographic profiles, parental educational attainment, and household income as contextual variables. Results revealed that the majority of respondents come from families with college-level education and middle-income households. In terms of attitudes towards mathematics, students exhibited a neutral overall disposition, with high recognition of the value of mathematics, moderate self-confidence, enjoyment, and motivation. Problem-solving confidence was generally moderate, with students showing persistence in challenging tasks but experiencing occasional stress and fear of errors. Numeracy skills varied, with most students classified at the basic level, indicating foundational competence but limited proficiency in complex mathematical operations. Spearman’s rho correlation analyses indicated a negligible positive relationship between attitudes towards mathematics and numeracy skills, which was not statistically significant. In contrast, problem-solving confidence showed a statistically significant, albeit weak, positive correlation with numeracy performance. These findings suggest that fostering problem-solving confidence may have a greater impact on enhancing students’ numeracy skills than attitudes alone. The study highlights the importance of supportive instructional strategies, scaffolded problem-solving activities, and differentiated learning to strengthen numeracy competence and confidence. Interventions aimed at improving both cognitive skills and affective dispositions toward mathematics are recommended to promote overall mathematical competence and engagement.

Key words: Teaching Mathematics, attitudes towards mathematics, problem-solving confidence, numeracy skills, Grade 9 students, mathematical competence, descriptive-correlational design, Minglanilla, Cebu.