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Mathematics is connected to other school subjects. As future educators, learning Mathematics builds mental discipline and reasoning, and provides the foundation knowledge in understanding and teaching the content of other subjects such as Engineering, Economics, Science, Music, Automotive, Drafting and other technical subjects. Thus, developing and maintaining a positive self – concept and attitude towards Mathematics is essential for pre-service teachers. This study therefore, investigated the relationship between self-concept and attitude towards Mathematics among the pre-service teachers. There were three research questions and one hypothesis guided the study. This study utilized descriptive survey design. Two hundred four pre-service teachers from a selected university in Zamboanga City were randomly selected through proportionate and systematic sampling procedures. This study adapted two research instruments, Self-Description Questionnaire (SDQ II) by Herbert W. Marsh and Attitude towards Mathematics Inventory (ATMI) by Martha Tapia and George E. Marsh. The research instructor and subject matter experts validated these, and both attained acceptable reliability coefficients during the pilot testing based on the computed Cronbach’s alpha. Mean, standard deviation and Pearson – r correlation were utilized in the analysis of the data. Findings revealed that there was a significant relationship between self-concept and attitude towards mathematics. Findings also indicated that the pre-service teachers has a positive self-concept and positive attitude towards mathematics. This study recommends that math teachers in the higher education must create a learning environment that can foster positive self – concept and attitude towards Mathematics among pre-service teachers. |
