Resource Management Strategies in the Relationship between Learning Environment and Students’ Attitudes toward Mathematics

Abstract

This study examined the mediating effect of resource management strategies on the relationship between learning environment and students’ attitudes toward mathematics. This study employed quantitative research design using a descriptive-correlational approach were 294 Grade 11 students from five public secondary schools in Tagum City Division were selected for the school year 2024–2025 using stratified sampling. Data was collected using three adapted survey questionnaires which were analyzed using mean, standard deviation, Pearson r, and multiple regression. The findings revealed that the level of learning environment, resource management strategies and students’ attitudes toward mathematics among Grade 11 students are high. A significant positive relationship was found between learning environment and students’ attitudes toward mathematics. There was also a significant relationship between learning environment and resource management strategies. However, no significant relationship was found between resource management strategies and students’ attitudes toward mathematics. Resource management strategies did not significantly mediate the relationship between learning environment and students’ attitudes toward mathematics. The findings suggest that although learning environment promotes resource management strategies, it does not directly improve students’ attitudes toward mathematics, implying other factors may be more critical. The lack of significant relationship between resource management strategies and students’ attitudes toward mathematics points to the need for further study on instructional strategies and classroom culture that promote students’ attitudes toward mathematics.