**APA**

**In-text citation:** (Almerino, Jr. et al., 2019)

**Reference:** Almerino, Jr., P. M., Etcuban, J. O., De Jose, C. G., & Almerino, J. G. F. (2019). Students’ Affective Belief as the Component in Mathematical Disposition.

*International Electronic Journal of Mathematics Education, 14*(3), 475-487.

https://doi.org/10.29333/iejme/5750
**AMA**

**In-text citation:** (1), (2), (3), etc.

**Reference:** Almerino, Jr. PM, Etcuban JO, De Jose CG, Almerino JGF. Students’ Affective Belief as the Component in Mathematical Disposition.

*INT ELECT J MATH ED*. 2019;14(3), 475-487.

https://doi.org/10.29333/iejme/5750
**Chicago**

**In-text citation:** (Almerino, Jr. et al., 2019)

**Reference:** Almerino, Jr., Porferio M., Jonathan Olores Etcuban, Cionelyn G. De Jose, and Jana Gloria F. Almerino. "Students’ Affective Belief as the Component in Mathematical Disposition".

*International Electronic Journal of Mathematics Education* 2019 14 no. 3 (2019): 475-487.

https://doi.org/10.29333/iejme/5750
**Harvard**

**In-text citation:** (Almerino, Jr. et al., 2019)

**Reference:** Almerino, Jr., P. M., Etcuban, J. O., De Jose, C. G., and Almerino, J. G. F. (2019). Students’ Affective Belief as the Component in Mathematical Disposition.

*International Electronic Journal of Mathematics Education*, 14(3), pp. 475-487.

https://doi.org/10.29333/iejme/5750
**MLA**

**In-text citation:** (Almerino, Jr. et al., 2019)

**Reference:** Almerino, Jr., Porferio M. et al. "Students’ Affective Belief as the Component in Mathematical Disposition".

*International Electronic Journal of Mathematics Education*, vol. 14, no. 3, 2019, pp. 475-487.

https://doi.org/10.29333/iejme/5750
**Vancouver**

**In-text citation:** (1), (2), (3), etc.

**Reference:** Almerino, Jr. PM, Etcuban JO, De Jose CG, Almerino JGF. Students’ Affective Belief as the Component in Mathematical Disposition. INT ELECT J MATH ED. 2019;14(3):475-87.

https://doi.org/10.29333/iejme/5750
# Abstract

This research evaluated the extent of students’ affective beliefs towards mathematics at Southern Leyte State University (SLSU), Sogod, Southern Leyte, Philippines as the basis for a Mathematical Disposition Intervention Plan. The study employed descriptive research as the investigation centers on the extent of the students’ affective beliefs towards mathematics using a random sampling and Slovin’s formula in the determination of the respondents. The quantitative data were treated using frequency, simple percentage, weighted mean, and the Mann-Whitney U-test. The investigation uncovered that there was no significant mean difference in the affective beliefs between male and female respondents. It is concluded that affective beliefs had indeed influenced the mathematical disposition of the students. Albeit, the investigation was answered. Still, it is recommended that future studies shall be made to scrutinize other confounding variables that may cause the students to dislike the subject matter.