ANALYZING THE RELATIONSHIP BETWEEN MATHEMATICS ANXIETY

AND ACADEMIC PERFORMANCES IN GRADE-11 STUDENTS

IN LYCEUM OF APARRI

A Research Presented to the

Faculty of the Senior High School Department of

Lyceum of Aparri

In Partial Fulfilment

of the Requirements for the Subject

Practical Research 2

Jolia Ann Busto

Alfredo S. Cabulay

Vince Jaelloyd G. Casinos

 ABSTRACT

This study examines the complex relationship between math anxiety and math

performance in Lyceum of Aparri students in grade 11. The purpose of the study is to

determine the effect that mathematics anxiety has on students' academic performance and to

find a relationship between the two variables. The study also looks at how well different

coping strategies children use to deal with their arithmetic fear work.
ACKNOWLEDGEMENT
DEDICATION
TABLE OF CONTENTS
 CHAPTER 1

INTRODUCTION

Background of the Study

The two main topics for grade 11 pupils are General Mathematics and Pre-Calculus. All

11th graders have taken it for the whole of the first semester. The Department of Mathematics

and Statistics also examines the many fields of mathematics and how they are used in daily

life in General mathematics and Pre-calculus. A psychological condition known as

“mathematics anxiety” typically manifests itself in settings involving the teaching and

learning of mathematical problem-solving and evaluation. The student's level of anxiousness

is affected by their mentality. It can assess youths' degrees of anxiety by understanding their

thoughts. Mindset is a comprehensive psychological system representing our valued actions,

beliefs, and values. There are two kinds of mindsets: fixed mindsets and growth mindsets. A

fixed mindset limits one's learning ability, whereas development allows one to expand one's

creative potential.

Students' social, emotional, and scientific aspects can all be connected to varying

amounts of mathematical anxiety. Many youths have an actual aversion to mathematics. They

are tense and worried when performing simple mathematical activities and actively avoid

mathematics and math-related tasks.

 Furthermore, whether students regard their intellectuals as fixed or as something that

evolves and develops significantly impacts their motivation, learning, and learning

performance. As a result, the student's attitude influences their anxiousness.

Regarding arithmetic, many children and adults become overwhelmed and

apprehensive. People who endure tension when confronted with mathematical issues may

develop mathematics anxiety. Researchers have investigated how math anxiety develops,

what happens in the brain when people feel math anxiety, and how to best aid those who

suffer from arithmetic anxiety. Furthermore, math anxiety affects nearly half of children, and

it is a severe problem for pupils, one that hinders the brain's working memory and begins a

self-perpetuating cycle of mathematics avoidance, low achievement, and dread.

Researchers emphasize the need to continue to study math anxiety. Many studies have

investigated the association between mathematics anxiety in secondary school pupils and their

math achievement performance. Children with low math achievement had higher stress levels

than children with good math achievement. As a result, mathematics anxiety predicts

mathematics achievement.

As a result, determining the mathematics anxiety status of pupils is necessary to enhance

their maths performance. All mathematics teachers need to grasp the degree of correlation

between mathematics anxiety and student performance. The study was carried out for this

purpose.
 STATEMENT OF THE PROBLEM

1. What is the demographic profile of the respondents in terms of:

1.1. Sex

1.2. Age

1.3. Strand

1.4. Current Grade in Mathematics ( Gen-Math )

2. What are the average levels or mathematics anxiety among Grade 11 students?

3. How does the following factors influence the mathematics anxiety of the student?

1.1. Teaching Strategy

1.2. Subject Perception

1.3. Classroom Settings

4. What coping mechanism do students employ to manage their mathematics anxiety?

5. Is there significant correlation between mathematics anxiety levels and academic

performance of Grade 11 students at Lyceum of Aparri?

6. Are there specific coping strategies that appear more effective in reducing

mathematics anxiety and improving academic performance among these students?

 HYPOTHESIS

There will be a significant negative correlation between the levels of mathematics

anxiety and mathematics performance in mathematics among Grade-11 students.

THEORETICAL FRAMEWORK

Cognitive-Affective Theory. The Cognitive-Affective Theory of Learning with Media

(CATLM) states that unsettling emotions and thoughts related to learning have an impact on

math anxiety. Anxiety can be increased by negative experiences or impressions, such as past

academic setbacks or perceived social judgments, which can impact cognitive processes

linked to arithmetic performance.

Processing Efficiency Theory. According to the Processing Efficiency Theory, anxiety

might hinder cognitive processing efficiency, lowering performance across various tasks.

High levels of anxiety are known to increase cognitive load, putting working memory and

mental capacity to the test. This theory proposes that when confronted with elevated anxiety,

individuals, regardless of subject, may experience reduced efficiency in problem-solving and

task execution. The influence of anxiety on cognitive processes, whether in mathematics,

literature, or science, emphasizes the common issues that individuals experience in adequately

managing their mental capacities.

Self-Efficacy Theory. Math anxiety may be influenced by low self-efficacy in

mathematics. This implies that students with lower confidence in their mathematical abilities

may be more prone to experiencing stress.

 Yerkes-Dodson Law. Describes the relationship between anxiety and performance. This

rule states that there is an ideal level of anxiety that improves performance but that too much

or too little anxiety can be detrimental. The law emphasizes maintaining a balanced emotional

state for optimal cognitive performance when performing mathematical activities.

Control-Value Theory. Achievement emotions, including anxiety, are influenced by the

perceived control and value of a task. According to this theory, students may experience

heightened anxiety when they perceive a lack of control over mathematical tasks or question

the value of mastering specific mathematical concepts.

 RESEARCH PARADIGM

INPUT PROCESS OUTPUT

Demographic Profile of  Administering Analyzing the

Respondents: of the Relationship
a. Sex questionnaires Between
b. Age  Tabulation of Mathematics
c. Strand responses Anxiety and
d. Current Grade in  Analysis of Academic
Mathematics (Gen-Math) Performances in
the gathered data
2. What are the average Grade 11 Students
levels or mathematics
from
questionnaires in Lyceum of
anxiety among Grade 11
Aparri
students?
3. How does the
following factors influence Identification of
the mathematics anxiety of specific coping
the student? strategies more
a. Teaching Strategy effective in
b. Subject Perception reducing
c. Classroom Settings mathematics
4. What coping anxiety and
mechanism do students improving
employ to manage their academic
mathematics anxiety?
performance
5. Is there significant
correlation between
among these
mathematics anxiety levels students.
and academic performance
of Grade 11 students at
Lyceum of Aparri?
6. Are there specific
coping strategies that
appear more effective in
reducing mathematics
anxiety and improving
academic performance
among these students?
 SCOPE AND DELIMITATION OF THE STUDY

The study will investigate the relationship between math anxiety and mathematics

performance among Grade-11 students in Lyceum of Aparri. The study will also investigate

how mathematics anxiety affects students math performance.

 REVIEW RELATED LITERATURE

Impact of Math Anxiety on Academic Performance in Pre-Calculus of Senior High

School

Aldring John J. Estonanto

Math anxiety is frequently linked to poor student performance in mathematics. This study

aimed to examine the influence of math anxiety and the factors that contributed to it in pre-

calculus of Senior High School Students enrolled in the Science, Technology, Engineering,

and Mathematics (STEM) Strand at Sorsogon State College in Sorsogon City. The

descriptive-correlational research design was used. A math anxiety exam was administered to

88 responders from 180 students, or two (2) from each of the four (4) sections of the

Laboratory High School. Sixty-seven (67) of them were found to have math anxiety.

Furthermore, the results demonstrated a substantial association between math anxiety and pre-

calculus student performance. The key sources of the students' nervousness were the subject's

nature, the students' factor, and the parents' factor. Based on the findings, an anxiety-free pre-

calculus workbook was created.

Mathematics Anxiety, Mathematics Performance and Overall Academic Performance in

High School Students

Ayatollah Karimi & S. Venkatesan

This study aimed to investigate the association between mathematics anxiety, mathematics

performance, and overall academic achievement in high school pupils. A Mathematics

Anxiety Scale and a Socio-Demographic Questionnaire were completed by 424 high school

students (111 males and 113 females) from three states in South India. The impacts of gender

on mathematics anxiety, mathematics performance, and overall academic achievement were

investigated, and data were analyzed using Pearson Correlation Analysis and two Independent

Sample T-tests after data collection. The results show that mathematics anxiety strongly

correlates negatively with math performance and overall academic achievement. Furthermore,

there is a large gender difference in Mathematics anxiety but no significant difference in

Mathematics performance or academic success between boys and girls.

The Effects of Math Anxiety

Andrews, Amanda; Brown, Jennifer

Math anxiety is a recurring issue for many students, and its impacts on college students are

growing. This study aimed to look at the relationship between pre-enrollment math anxiety,

standardized test scores, math placement scores, and academic success in freshman math (pre-

algebra, college algebra, and math modeling). The researchers used pre-existing data from the

Freshman Orientation Survey, which included the 9-item Abbreviated Math Anxiety Scale,

and institutional research data to conduct an exploratory observational study. The study

comprised 180 first-year students from a university in the southeast United States.
Several descriptive and frequency studies, as well as correlational analyses, were carried out.

The findings indicate a moderately unfavorable connection between standardized test

performance and arithmetic anxiety. Furthermore, there were overwhelmingly negative

associations between math anxiety and final course grades, especially in pre-algebra. This

study could help instructors and advisors understand the effects of math anxiety on future

academic success and help students with their college math coursework.

Math Anxiety: Personal, Educational, and Cognitive Consequences

Mark H. Ashcraft

Highly math-anxious individuals strongly desire to avoid arithmetic, undermining their math

competency and precluding essential career choices. Timed, online assessments, on the other

hand, demonstrate math-anxiety effects on whole-number arithmetic problems (e.g., 46 + 27),

although achievement tests show no differences in ability. Math anxiety interferes with

cognitive function by inhibiting ongoing activity in working memory. Although the reasons

for math anxiety are unknown, various teaching techniques have been identified as risk

factors. We need more research on the causes of math anxiety and its "signature" in brain

activity to investigate both its emotional and cognitive components.

The Relationship Between Math Anxiety and Math Performance: A Meta-Analytic

Investigation Jing Zhang & Nan Zhao & Qi Ping Kong

Math anxiety (MA) has long been a concern in education, referring to fear, tension, and

trepidation when people engage in math (Ashcraft, 2002; Ashcraft & Ridley, 2005).

According to several studies, this behavior is widespread among students from elementary

schools to colleges (Betz, 1978; Ma & Xu, 2004; Rodarte-Luna & Sherry, 2008; Jain &

Dowson, 2009; Gunderson et al., 2018). Many empirical investigations have identified a

negative math anxiety-performance link, indicating that MA leads to poor performance when

individuals engage with math thinking or solve math problems (Ashcraft & Kirk, 2001;

Ashcraft, 2002; Cates & Rhymer, 2003; Ma & Xu, 2004; Miller & Bichsel, 2004). However,

the effect sizes of this research vary for many reasons; consequently, a systematic study is

required to comprehend the math anxiety-performance link and the function of moderators.

There have been nearly 20,200 prior studies connected to MA or math performance (Olmez &

Ozel, 2012; Necka et al., 2015; Lukowski et al., 2016; Justicia-Galiano et al., 2017), but few

systematic investigations on the math anxiety-performance link have been conducted in the

preceding 19 years. Two prior meta-analyses ran 30 or 40 years ago found a minor but

significant negative math anxiety-performance link in pupils (Hembree, 1990; Ma, 1999).