The Influence of Culturally Responsive Mathematics Instruction and Students’ Sense of Belonging on their Attitude towards Mathematics

This study investigated the relationship between culturally responsive mathematics instruction (CRMI), students’ sense of belonging, and their attitude towards mathematics among junior high school students at San Nicolas National High School. Utilizing a descriptive correlational research design, the study examined how CRMI and students’ sense of belonging influence students’ attitudes towards mathematics. Data was collected using a survey questionnaire developed by the researcher, consisting of 30 items on a 5-point Likert scale for each variable, with Cronbach’s Alpha values of 0.96, 0.95, and 0.89 respectively. Participants included 200 junior high school students, selected through random sampling to ensure representation across grades and backgrounds. The results of the study indicated that students perceived the mathematics instruction as effectively incorporating culturally relevant practices, with an overall mean score of 4.06. Students also reported a strong sense of belonging in their mathematics classrooms, with an overall mean score of 3.93. Furthermore, the study found significant positive correlations between CRMI and students’ attitude towards mathematics (r = 0.42, p = 0.00), and between students’ sense of belonging and attitude towards mathematics (r = 0.57, p = 0.00). These findings highlight the importance of culturally relevant teaching practices and fostering a sense of belonging in enhancing students’ attitudes towards mathematics. The study recommends strengthening specific CRMI practices, enhancing the perception of safety and support, promoting greater participation and inclusion, emphasizing the creative dimensions of mathematics, and continuing to foster a positive learning environment to further improve students’ experiences and attitudes in mathematics education.