National Mathematics Program and Its Relationship to Learners’ Attitude, Engagement, and Perceived Mathematical Competence: Basis for Policy Recommendations

Abstract

This study examined the relationship between the implementation of the National Mathematics Program (NMP) and learners' attitudes toward Mathematics, engagement, and perceived mathematical competence among Key Stage 2 learners in selected public elementary schools in the northern part of the Fifth Congressional District of Cebu Province. Anchored on Bandura's Social Cognitive Theory and Expectancy–Value Theory, the study aimed to provide evidence-based policy recommendations for improving mathematics education. A descriptive–correlational quantitative research design was employed involving 301 Grade 4 to Grade 6 learners selected through complete enumeration. Data were collected using an adapted structured questionnaire based on validated instruments and analyzed using frequency counts, percentages, weighted mean, standard deviation, Pearson Product–Moment Correlation Coefficient, independent-samples t-test, and one-way Analysis of Variance (ANOVA). The findings revealed that learners demonstrated a neutral evaluation of the NMP, a positive attitude toward Mathematics, and moderate levels of engagement and perceived mathematical competence. Significant relationships were found between the implementation of the NMP and learners' mathematical self-concept, perceived usefulness, engagement, and perceived mathematical competence, while no significant relationship was found with learners' interest in Mathematics. No significant difference in program evaluation was observed according to sex, whereas significant differences existed across grade levels. Learners also experienced instructional and cognitive challenges, particularly in understanding mathematical concepts and completing Mathematics activities. The study concludes that although the NMP contributes to improving learners' attitudes, engagement, and perceived mathematical competence, its implementation requires strengthened learner-centered instructional practices, differentiated interventions, continuous monitoring, and enhanced instructional support. The study aligns with SDG 4 (Quality Education) and SDG 8 (Decent Work and Economic Growth) by promoting improved mathematics learning and foundational competencies. Its findings contribute to educational, policy, and community sustainability by supporting evidence-based improvements in mathematics instruction and learner outcomes.