Canonical Correlation Analysis (CCA) Between Student Dispositions and Mathematics Performance in Technology-Enhanced Collaborative Learning Environments
DOI:
https://doi.org/10.65339/ijsis.V1.I2.90Keywords:
Attention Span, Canonical Correlation Analysis, Collaborative Learning, Learning Anxiety, Mathematics Performance, Senior High School, Student Dispositions, Student Engagement, Technology-Enhanced LearningAbstract
This study explored the multivariate relationship between student dispositions—namely attention span, student engagement, and learning anxiety—and mathematics performance, both perceived and actual, within technology-enhanced collaborative learning environments. A quantitative research design utilizing Canonical Correlation Analysis was employed. The sample consisted of 277 Senior High School students from different academic strands at the Universidad de Zamboanga. Data were gathered through validated survey instruments demonstrating high reliability (Cronbach’s alpha = 0.981) together with official mathematics grade records and were analyzed using descriptive statistics and Canonical Correlation Analysis in SPSS. Descriptive findings revealed consistently high mean ratings across all dispositional indicators, with a grand mean of 3.62, indicating positive student attitudes toward collaborative and technology-integrated mathematics learning. Perceived mathematics performance likewise received a high grand mean of 3.66. Actual grades averaged 89.04, with most students falling within the Outstanding and Very Satisfactory ranges. The Canonical Correlation Analysis produced a strong first canonical correlation of 0.905 that was statistically significant (p < .001). Learning anxiety emerged as the most influential dispositional variable, while perceived mathematics performance exhibited a markedly stronger canonical loading than final grades. These results highlight the psychological and experiential dimensions of performance and demonstrate that how students feel and behave during collaborative technology-supported tasks is more closely linked to their sense of success than official grades alone. The study concludes that fostering positive dispositions through technology-supported group activities can enhance students’ confidence and effectiveness in mathematics. Educators are therefore encouraged to integrate collaborative digital tools, promote peer interaction, create supportive learning climates, incorporate student reflections, and provide teacher training on technology use and dispositional awareness. The research aligns with Sustainable Development Goal 4 (Quality Education) by identifying practical means to strengthen inclusive and effective secondary mathematics learning. It also advances educational and digital sustainability by informing institutional strategies that build resilient learner dispositions and improve academic outcomes in technology-enhanced collaborative settings.
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Copyright (c) 2026 Mar Carlo B. Lesula, MAEd, Jestoni S. Bitache, LPT (Author)
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