Abstract

Positive education takes the study of happiness and wellbeing to inspire and help learners, schools and societies to progress. This study investigated the significant differences in the means of the pretest and posttest of students’ academic achievement and their life satisfaction in Mathematics. The relationship of students’ academic achievement and their life satisfaction in Mathematics was also measured. A total of one hundred twenty students (60 in the experimental group and 60 in the control group) from the two secondary schools in Maguindanao, Philippines living in a hostile environment were chosen and involved in the study. Results showed that there is a significant difference in the means of the pretest and posttest results of academic achievement of students in Mathematics both in the control and experimental group. The means of the pretest and posttest results of students’ life satisfaction in Mathematic were only significant in the experimental group of one school. Furthermore, there is no significant relationship between the academic achievement of students and their life satisfaction in Mathematics. The practical implication of the findings suggests that positive education intervention is also an effective strategy  to improve academic achievement. Life satisfaction on the other hand is subjective and perceived differently by the learners.