1

MATH ANXIETY AND MATH PERFORMANCE

OF GRADE 10 STUDENTS IN NAGPAYONG HIGH SCHOOL S.Y. 2019 – 2020

A Research study Presented to the Faculty of Senior High School

Nagpayong High School Pinagbuhatan, Pasig City

In Partial Fulfillment of the Requirements for the Track

General Academic Strand

Alfon, Jerald
Cruz, Jennifer
Haldos, Emmanuel
Lumitao, Jinky
Mayagma, Michelle Ann
Misagal, Nicole Anne
Nasorada, Joanne
Obingayan, Jessica
Oliva, Emman
Tague, Dionisio
Tano, Michelle
Villanueva, Ronnel

March 2020
 2

Chapter 1

THE PROBLEM AND IT’S BACKGROUND

Introduction

Mathematics anxiety is a negative response to arithmetic. It can be

weakening. It can be characterized as a feeling of pressure and uneasiness

whenever dealing with numbers and comprehending with numerical issues. It is

where a student is having difficulty in dealing with mathematics in school and even in

life. Math anxiety can run from feeling of pressure all the way to encountering a solid

fear of math. It can cause a critical impact on individuals who suffer with it. Some

say, math anxiety can be a cause of low accomplishment in mathematics.

The researchers have observed that some students specifically in grade 10 in

Nagpayong Highschool experience difficulties in dealing with mathematics. The

researchers want to know how the math fear or anxiety can affect a student's

performance in mathematics. They want to know if math anxiety is a major cause of

low grades of students in mathematics or low grades in mathematics leads to

mathematics anxiety. The researchers will conduct survey to know how math anxiety

affects those selected students from grade 10 in Nagpayong high school. They

would want to know the causes and effects of math anxiety and provide possible

solution for this issue.

In this research, the researchers did their best to come up with results that

can be beneficial to all students. Students can know what causes math anxiety and

prevent it from happening. They can also know what math anxiety results and know
 3

how to deal with someone who has this kind of anxiety. This research is made by the

researchers with all of their will and courage. May this research be successful and

may other researchers continue having research on this problem on more broad

respondents.

Objective of the study

Aims to know the relationship of Math Anxiety and Math Performance of the

students in Nagpayong High School. It sougth to address the following objectives :

1. Determine the level of Math Anxiety of the students.

2. Correlate the Math Perfomance to Math Anxiety.

3. If there is a signicant relationship between the Math Anxiety and Math

Performance of Grade 10 students in Nagpayong High School.

Theoretical Framework

The Debilitating Anxiety Model Morsanyi et al. (2014) found that MA

was related to reduced cognitive reflection throughout arithmetic word issues. Such

knowledge recommended that adults with MA might avoid process Mathematical

issues altogether that could lead on each to reduced Math learning and lower Math

Performance because of rushing, additional reports comes from the wealth of proof

indicating that adults with MA are less probably to enter on school or university

courses involving arithmetic. Indeed in youthful understudies, task-avoidant

 4

behaviors have been found to decrease math execution. (Hirvonen et al., 2012).

Whilst there was a significant overallperformance difference between high and

low MA individuals, within-group correlations between MAand performance had

been not found.

The Reciprocal Theory According to (Jansen et al, 2013) Having a low math

performance may can cause math anxiety in students, it could similarly lessen their

math performance in various cycle. Some various models conflicting in evidence,

some studies provide information which seems to match in Deficit Theory and may

provide a support in Debilitating Anxiety Model.

Reciprocal Theory is the mixture of evidence for each of the two theories suggests

that in fact they might both play a part in this relationship between math anxiety and

performance. That is, math anxiety would possibly cause low overall performance

and poorer performance might elicit math anxiety.

First, Debilitating Anxiety Model which suggest that the link between math

anxiety and math’s performance is driven by anxiety’s devastating consequences on

learning and recalling math’s skill. On the other hand Reciprocal Theory is the

mixture of evidence for each of the two theories suggests that in fact they might

both play a part in this relationship between math anxiety and performance. That is,

math anxiety would possibly cause low overall performance and poor performance

might elicit math anxiety.Overall, evidence suggests that people with math anxiety

are less willing engage with math tasks at all. For example, people with math anxiety

are less likely to enroll inmath classes, and have a tendency to answer questions
 5

quickly but inaccurately (perhaps due to trying to ‘escape’ the anxiety-inducing math

situation). This suggests a tendency towards math’s avoidance in those with math

anxiety, which has a negative impact on both learning opportunities and recall in

tests.

Conceptual Framework

Math Anxiety Mathematics Performance

FIGURE 1, THE CONCEPTUAL PARADIGM OF THE STUDY

SHOWING THE RELATIONSHIP OF MATH ANXIETY
AND MATHEMATICS PERFORMANCE

The paradigm shown in figure 1 illustrates the conceptual framework of

the study. This study elucidated the relationship of Math Anxiety and Math

Performance of Grade 10 students in Nagpayong High School 2019-2020. The

frame shows the relationship and the actual pattern that is used in the study.

In this conceptual framework, there are two boxes which are the independent

variable and dependent variable. The first box signifies the independent variable
 6

which contains the Math Anxiety Level. While the second box signifies the

dependent variable which contains the Mathematics Performance. The connection of

the two variables leads to identifying the relationship between Math Anxiety Level

and Mathematics performance of the Grade 10 students.

Statement of the Problem

This study aimed to find the relationship between Math Anxiety and

Mathematics Performance of Grade 10 students in Nagpayong High School , S.Y.

2019-2020.

Specifically, it aims to answer the following question:

1. What is the respondent’s math anxiety level?

2. What is the respondent’s level of performance in Mathematics?

3. Is there a significant relationship between Math Anxiety and Mathematics

Performance of the respondents?

Hypothesis

There is no significant relationship between Math Anxiety and academic

performance .

Scope and Limitation

The scope of the study is reflected in the title, Math Anxiety and Academic

Performance of Grade 10 students. The variables of the study are Math Anxiety
 7

Level and Mathematics Performance of the respondents. The study is conducted

during the school year 2019 – 2020 during the First Semester.

The study limited it’s coverage to Nagpayong High School particularly in

junior high. The study will solely focus on determining the relationship of math

anxiety and academic performance of the grade 10 students.

The instrument used is a Math Anxiety Self-Test. It is a 10-item questionnaire

with the score interpretation: 40-50 for High Anxiety, 30-39 for Moderate Anxiety, 20-

29 for Low Anxiety, and 10-19 for None/No Anxiety. The questionnaire is adopted

from Freedman (2006) journal on Math Anxiety which is retrieved from

www.pearsoncustom.com.

Significance of the Study

The finding which this study will reveal may benefit certain groups and the

benefits the researchers may be able to gain are as follows:

Administrators. This study will help the administrators to come up with programs

that may help teacher to promote a tension – free math class.

Teachers. This study may help the math teachers to know what they need to do to

have a tension – free math class.

Parent. This study may help the parents to encourage their children to love math.

Students. This study will encourage the students to enjoy studying math
 8

Future Researchers. This may help them to use this study as a reference for their

future study.

Definition of Terms

Anxiety. It pertains to an emotion characterized by feelings of tension, worried

thoughts and physical changes like increased blood pressure. People with anxiety

disorders usually have recurring intrusive thoughts or concerns. They may avoid

certain situations out of worry. They may also have physical symptoms such as

sweating, trembling, dizziness or a rapid heartbeat.

Math Anxiety. This refers to an intense emotional feeling of anxiety that

people have about their ability to understand and do mathematics. People

who suffer from math anxiety feel that they are incapable of doing activities

and classes that involve math. Some math anxious people even have a fear

of math; it's called math phobia.

Mathematics. It specify with the logic of shape, quantity and arrangement. Math is

all around us, in everything we do. It is the building block for everything in our daily

lives, including mobile devices, architecture (ancient and modern), art, money,

engineering, and even sports.

 9

Working Memory (WM). This mention as the temporary storage and manipulation

of stimuli representations that are no longer available to the senses.

Neuroimaging. It refers to the use of various techniques to either directly or

indirectly image the structure, function, or pharmacology of the nervous system. It is

a relatively new discipline within medicine, neuroscience, and psychology.

Dyscalculia. This pertains severe difficulty in making arithmetical calculations, as a

result of brain disorder.

Cognitive. It refers on involving conscious intellectual activity (such as thinking,

reasoning, or remembering.

Jittery. This specify applies to people who feel nervous or tense.

 10

CHAPTER 2

REVIEW OF RELATED LITERATURE STUDY

This chapter presents the most relevant studies and literature concerning the

relationship of Math Anxiety and Math Performance to facilitate a comprehensive

analysis and understanding of the research questions. To achieve this goal, the

review of related literature focused on the following (1) Definition of Anxiety (2)

Symptoms of Math Anxiety (3) Impact of Math Anxiety to the Students (4) Effects of

Math Anxiety to Mathematics Performance (5) Factors Causing Math Anxiety and (6)

Types of Math Anxiety Level.

Definition of Math Anxiety

Mathematics is a necessary skill that people use throughout their lives, such

as when they travel, use money, or keep track of time. Therefore, mathematics is an

important skill to learn at school. H.M Sokolowski and D. Ansari (2017). Anxiety is

stress, tension and strain brought into one’s body and mind. Which involves loss of

concentration, having negative self-talk, feelings of doubt or mind wanders from test

(Noting, 2006). People who experience feelings of stress when faced with math-

related situations may be experiencing what is called “math anxiety” H.M Sokolowski

and D. Ansari (2017).

Mathematics anxiety (MA) is generally defined as a state of discomfort

caused by performing mathematical tasks. MA can be manifested as feelings of

 11

apprehension, dislike, tension, worry, frustration, and fear. Vahedi and Farrokhi

(2011) define math anxiety as negative cognitions, avoidance behaviors, and feeling

pressured and inadequate in performance that combined interfere with solving math

related problems in both general life and academic situations. Math anxiety hinders

one’s working memory because the brain becomes busy worrying instead of

thinking, interpreting and solving solutions in math problems. Beilock and Willingham

(2014, p. 29) note that some believe “math(s) anxiety is just another name for ‘bad at

math(s);” Lou et. Al. (2009) and Sparks (2011) described math anxiety as a kind of

disease or a negative emotional stage created when engaging in activities requiring

mathematical computation.

Researchers conclude it help the students, specifically in students in

Nagpayong High School it proven many evidence that math anxiety can weakening

math’s performance.

Symptoms of Math Anxiety

The symptoms of math anxiety first include that a person appears generally

anxious and doesn’t appear to take anything in especially near exams. Second is

panicking. Third is paranoia or believing that they are the only one who cannot do

math. In this state one might have a faster heart rate or that “jittery” feeling, the

adrenaline that causes for one’s mouth dry and skin to sweat and it can also be

noticed that most of students experience stomach troubles, causing them constantly

going to the comfort room. Having a passive behavior is another where in the person
 12

feels that there is no reason to try to the point of wanting to quit. And lacking of

confidence, in this case, the person needs courage and support because he

commonly expects not to arrive at any answers. Basically, one needs to know where

to start. (Marshall, et. Al.).

Researchers believe Marshall statement will help students to be aware, so that

they can tell if they have any symptoms regarding to this issue.

Impact of Math Anxiety to Students

Math anxiety is pervasive among students, teachers, and parents. Given the

very real negative impact that it has on students’ achievement, and the availability of

easy-to-implement and cost-effective evidence-based strategies to help combat the

negative impacts of math anxiety, it is critical that math anxiety be central to the

discussion around why our students are not excelling in math. Indeed, until they

include math anxiety in this important discussion they will continue to be ignoring a

large part of the equation.

Pekrun (2006) provides a putative reciprocal model in which control and value

appraisals predict academic anxiety, which affects performance, and further

proposes indirect feedback loops from performance to appraisals and emotions. In

light of the conflicting evidence discussed, such complex models involving feedback

loops between multiple factors, including MA and math’s performance, are likely to

provide the best explanation of the relationship between MA and math’s

performance.It may in fact be indicative of the very nature of the MA-math’s

performance relationship; whilst poor performance may trigger MA in certain

 13

individuals, it may further reduce their math’s performance in a vicious cycle (as

endorsed in Jansen et al., 2013). Ashcraft et al. (2007). If students suffer from

Mathematics anxiety, their willingness to enroll and succeed in Mathematics courses

diminished (Stubblefield, 2006). Although math anxiety is associated with poor

mathematical knowledge and low course grades (Ashcraft & Krause, 2007),

research establishing a connection between math anxiety and math achievement

has generally been conducted with young adults, ignoring the emergence of math

anxiety in young children. In the current study, they explored whether math anxiety

relates to young children's math achievement. One hundred and fifty-four first- and

second-grade children (69 boys, 85 girls) were given a measure of math

achievement and working memory (WM). Several days later, children's math anxiety

was assessed using a newly developed scale. Paralleling work with adults (Beilock,

2008), they found a negative relation between math anxiety and math achievement

for children who were higher but not lower in working memory (WM). High-WM

individuals tend to rely on WM-intensive solution strategies, and these strategies are

likely disrupted when WM capacity is co-opted by math anxiety. They argue that

early identification and treatment of math anxieties is important because these early

anxieties may snowball and eventually lead students with the highest potential (i.e.,

those with higher WM) to avoid math courses and math-related career choices.

In addition authors suggests that students with high working memory theres a

probability that’s not engaged on math anxiety, researchers connect this on the

students in NHS students who experiencing difficulties in dealing mathematics.

 14

Effects of Math Anxiety to Mathematics Performance

There is broad consensus that MA is linked to poorer math’s performance,

with studies typically observing small to moderate negative correlations (Ashcraft

and Krause, 2007; Devine et al., 2012; Zakaria et al., 2012; Jansen et al., 2013). ’ if

policy-makers share this belief, to reduce students’ MA, effort and money will be

targeted at courses to improve their math’s. If the relationship is in fact in the other

direction, such efforts are likely to be ineffective and it would be better to focus on

alleviating MA to improve math’s performance (Beilock and Willingham, 2014). On

the other hand, if poor performance causes MA, it is possible that alternative

teaching methods could mitigate this. On the other hand, if MA reduces math’s

performance, further research is required into remediation of MA, particularly

methods which may be undertaken in the math’s classroom. For example, writing

about emotions prior to a math’s test has been seen to increase performance in

those with high MA (Park et al., 2014). Later, at the stages of processing and recall,

MA may influence performance by cognitive interference. For example, MA may tax

working memory resources, which are vital for the processing and retrieval of

mathematical facts and methods (Ashcraft and Kirk, 2001; Ashcraft and Krause,

2007; Krinzinger et al., 2009). According to Leppavirta, (2011); Ma & Xu, (2004)

there is a negative relationship between mathematics anxiety and mathematics

achievement.
 15

This study examines whether math anxiety and negative attitudes toward

mathematics have an effect on students’ academic achievement in a methodological

course forming part of their degree. Results showed that low performance on the

course was related to math anxiety and negative attitudes toward mathematics.

Researchers suggest that these factors may affect students’ performance and

should therefore be taken into account in attempts to improve students’ learning

processes in methodological courses of this kind. Núñez-Peña, M. I., Suárez-

Pellicioni, M., & Bono, R. (2013).

According to Maloney, E. et.al, (2015) a large field study of children in first

and second grade explored how parents’ anxiety about math relates to their

children’s math achievement. It tested whether parents’ math anxiety predicts their

children’s math achievement across the school year. It found that when parents are

more math anxious, their children learn significantly less math over the school year

and have more math anxiety by the school year’s end—but only if math-anxious

parents report providing frequent help with math homework. Notably, when parents

reported helping with math homework less often, children’s math achievement and

attitudes were not related to parents’ math anxiety. Parents’ math anxiety did not

predict children’s reading achievement, which suggests that the effects of parents’

math anxiety are specific to children’s math achievement.

In connection to our research if the students who experience math anxiety and

can’t help themselves to prevent it, would possibly affects their math performance.
 16

Factors Causing Math Anxiety

The person who suffers from math anxiety also usually manifest psychological

symptoms such as irritability, difficulty in concentrating, and feeling of helplessness,

worry, and disgrace. The behavioral signs noticeable by classroom teachers include

habitual absenteeism and tardiness, avoidance of math classes,lack of interest to

participate in classroom discussions, putting off math homework, and poor study

habit in math subjects (Le Moyne, 2003; Woodard, 2004; Jackson, 2008; Mission

College, 2009; Plaisance, 2009 ). In an attempt to delineate the nature of

mathematics anxiety, some researchers discovered that begins mostly while pupils

are still in elementary years, and the peak of its symptoms manifest in secondary

and senior high school level (Ashcraft, 2002; Rameau & Louime, 2007; Scapello,

2007; Legg & Locker,2009; Sun & Pyzdrowski, 2009; Geist, 2010). Jain and Dowson

(2009) pointed out the learner’s lack of ability to handle frustrations, the negative

parent and teacher attitudes toward mathematics, and the excessive emphasis of

teachers on routines and drills, and the habitual absenteeism among pupils in math

classes as primary causes of mathematics anxiety. Scapello (2007) stressed that

there is a strong link between the educational attainment and attitudes towards

mathematics of the parents to the level of mathematics anxiety of their children.

According to Finlayson, M. (2014) In today’s educational systems, students of

all levels of education experience math anxiety. Furthermore, math anxiety is

frequently linked to poor achievement in mathematics. These causes include: lack of

self-confidence, fear of failure; teaching styles; ineffective learning practices, and

 17

non-engagement of students. Furthermore, these data indicate that facing math

anxiety have empowered the participants to devise strategies which have enabled

them to overcome math anxiety.

Math anxiety causes an “affective drop,” a decline in performance when math

is performed under timed, high-stakes conditions, both in laboratory tests as well as

in educational settings. This means that math achievement and proficiency scores

for math-anxious individuals are underestimates of true ability. The primary cognitive

impact of math anxiety is on working memory, particularly problematic given the

important role working memory plays in math performance. Ashcraft, M. H., &

Moore, A. M. (2009).
 18

Types of Anxiety Level

Generalized Anxiety Disorder

Generalized Anxiety Disorder, GAD, is an anxiety disorder characterized

by chronic anxiety, exaggerated worry and tension, even when there is little or

nothing to provoke it.

Obsessive – Compulsive Disorder ( OCD )

Obsessive - Compulsive Disorder, OCD, is an anxiety disorder and is

characterized by recurrent, unwanted thoughts ( obsessions ) and /or repetitive

behaviors ( compulsions ). Repetitive behaviors such as hand washing,

counting, checking, or cleaning are often performed with the hope of

preventing obsessive thoughts or making them go away. Performing these so-

called "rituals," however , provides only temporary relief, and not performing

them markedly increases anxiety.

Panic Disorder

Panic disorder is an anxiety disorder and is characterized by

unexpected and repeated episodes of intense fear accompanied by physical

symptoms that may include chest pain, heart palpitations, shortness of breath,

dizziness , or abdominal distress.

Post – Traumatic Stress Disorder ( PTSD )

Post - Traumatic Stress Disorder, PTSD, is an anxiety disorder that can

develop after exposure to a terrifying event or ordeal in which grave physical

 19

harm occurred or was threatened. Traumatic events that may trigger PTSD

include violent personal assaults, natural or human – caused disasters,

accidents, or military combat.

Social Phobia ( or Social Anxiety Disorder )

Social Phobia, or Social Anxiety Disorder, is an anxiety disorder

characterized by overwhelming anxiety and excessive self – consciousness in

everyday social situations. Social phobia can be limited to only one type of

situation - such as a fear of speaking in formal or informal situations, or

eating or drinking in front of others - or, in its most severe form, may be so

broad that a person experiences symptoms almost anytime they are around

other people.

Synthesis of the Reviewed Related Literature

Marshall, et. Al. explained the symptoms of math anxiety, first include that

a person appears generally anxious and doesn’t appear to take anything in

especially near exams. Secondis panicking . Third is paranoia or believing tha they

are the only one who cannot do math. Researchers believe that when you are

exposed to these symptoms there is a possibility that you have math anxiety.

Ashcraft and Krause findings (2007) show that although math anxiety is

associated with poor mathematical performance and low grades, they given real

negative impact that it has on students’ achievement, and the availability of easy-to-

implement and cos-effective evidence -based strategies to help combat the negative

impacts on math anxiety. Beilock (2008) agreed with what the first statement said,
 20

they found a negative relation between math anxiety and math achievement for

children who were higher but not lower in working memory.However, Jansen et. Al.

(2013) points out whilst poor performance may trigger math anxiety in certain

individuals, it may further reduce their math’s performance in a vicious cycle. In

addition, Ashcraft, Krause and Beilock only focus in the students with high working

memory, so Jansen argument about math anxiety is relevant.

Ashcraft and Krause, 2007; Devine et. Al., 2012; Zakaria et. Al., 2012;

Jansen et al., 2013 describe that math anxiety is linked to poorer math’s

performance. This statement supported by Beilock and Willingham,(2014) if the

relationship is in fact in the other direction, such efforts are likely to be ineffective

and it would be better to focus on reducing math anxiety to improve math’s

performance. Ashcraft and Kirk, 2001; Ashcraft and Krause, 2007; Krinzinger et. Al.,

2009 suggests if math anxiety reduces math’s performance, further research is

required into remediation of math anxiety, particularly methods which may be

undertaken in the math’s classroom. The researchers believe that math anxiety is an

impact of low mathematics performance and it would be better to prevent this kind of

anxiety.

According to Ashcraft, 2002; Rameua & Louime, 2007; Scapello, 2007; Legg

& Locker, 2009; Sun & Pyzdrowski, 2009; Geist, 2010; discovered nature of

mathematics anxiety that begins mostly while pupils are still in elementary years,

and the peak of its symptoms manifest in secondary and senior high school level.

Jain and Dowson (2009) pointed out the learner’s lack of ability to handle
 21

frustrations, the negative parent and teacher attitudes toward mathematics, and the

excessive emphasis of teachers on routines and drills, and the habitual absenteeism

among pupils in math classes as primary causes of mathematics anxiety. Le Moyne,

2003; Woodard, 2004; Jackson, 2008; Mission College, 2009; Plaisance, 2009;

explained the behavioral signs noticeable by classroom teachers include habitual

absenteeism and tardiness, avoidance of math classes,lack of interest to participate

in classroom discussions, putting off math homework, and poor study habit in math

subjects. In connection to our study many evidence that will support our research

that theirs a relationship between math anxiety and math performance, it suggest

that student are often seen as not doing math-related task are usually tend to having

math anxiety.As a whole, math anxiety has a critical impact on the individuals who

suffer with it.

 22

Chapter 3

RESEARCH METHODOLOGY

This chapter present the methodologies used by the researchers to

acquire information needed for the realization of the research. It discusses the

research design, population, sample, sampling technique, instrumentation, data

gathering procedure and the statistical treatment of data.

Method of Research

Descriptive research also includes a review of the literature in order to provide

both quantitative and qualitative evidence of the effect… starts will allow effect size

calculations to be made in order to evaluate effect over time (Lathom-Radocy and

Radocy, 1995). According to (Psychological scince) correlational research is

research designed to discover relationships among variables and to allow the

prediction of future events from present knowledge. The researchers used

descriptive correlation to describe the relationship between math anxiety and

academic performance.
 23

Population, Sample Size and Sampling Technique

The Grade 10 students of Nagpayong High School, S. Y. 2019 – 2020 was

utilized in this study.

The sample size was determined using the Slovin’s Formula which is as

follows:

n = ___ N___
1+N(E) 2

Where :

n - Sample size

e - Margin of error

N - Population of Grade 10

Solution:

n = ____ 1,706______
1+1,706(0.05) 2

n = 324 (total number of respondents)

 24

Table 1

The Population and Sample of Respondents

GRADE 10 NAGPAYONG HIGH SCHOOL STUDENTS

Gr. & Sections Number of Students Percentage Sample

10- Ampere 54 0.03 10
10-Archimedes 55 0.03 10
10- Bernoulli 56 0.04 12
10-Boyle 57 0.04 12
10- Celcius 56 0.04 12
10- Curie 53 0.03 10
10-Einstein 53 0.03 9
10-Farenheit 52 0.03 9
10-Faraday 53 0.03 10
10-Galilie 53 0.03 10
10- Henry 52 0.03 10
10-Hertz 53 0.03 10
10- Joule 54 0.03 10
10-Kelvin 55 0.03 10
10-Kepler 56 0.03 10
10-Lenz 54 0.03 10
10-Maxwell 52 0.03 10
10-Newton 53 0.03 10

10-Ohm 56 0.04 12

10-Oersted 55 0.03 10
10-Pascal 50 0.03 10
10-Roentgen 51 0.03 10
10-Rutherfurd 55 0.03 10
10-Tesla 53 0.03 10
10-Thompson 55 0.03 10
10-Volta 56 0.03 10
10-Walt 57 0.04 12
10-Wegener 52 0.03 10
10-Young 55 0.03 10
10-Zeppelin 55 0.03 10
Pasteur
53 0.03 10
 25

OHSP
32 0.02 6
TOTAL
1,706 1 n=324

Description of Respondents

The respondents of this study were the selected Grade 10 students in

Nagpayong High School who were officially enrolled in the whole year of School

year 2019 – 2020.

In this study, the researchers choose the Grade 10 students who are

presently enrolled in Nagpayong High School, School year 2019 – 2020 because of

availability.

Research Instruments

The main instrument of the study was adopted from Freedman’s (2006)

article, Math Anxiety. It is a 10-item questionnaire with the score interpretation: 40-50

for High Anxiety, 30-39 for Moderate Anxiety, 20-29 for Low Anxiety, and 10-19 for

None/No Anxiety. The questionnaire is adopted from Freedman (2006) journal on

Math Anxiety which is retrieved from www.pearsoncustom.com. The questionnaire

consists ten items with four indicators: Strongly Agree (5), Agree (4), Neutral (3)

Disagree (2), and Strongly Disagree (1). These pertains to the level of their

agreement or disagreement to each statement. The score obtained by the

respondents will be interpreted according to what anxiety level they will fall. The

tables below explains the questionnaire’s indicators and score interpretations.

 26

Table 2

Math Anxiety Indicator

Numerical Verbal Interpretation

Interpretation
5 Strongly Agree (SA)

4 Agree (A)
3 Neutral (N)
2 Disagree (D)
1 Strongly Disagree (SD)

Table 2 represents the indicators to be used for the Math Anxiety Self-Test

questionnaire.

Table 3

Scores and Mathematics Anxiety Level

Range of Scores Level of Math Anxiety

40-50 High

30-39 Moderate

20-29 Low

10-19 None
 27

Table 3 represents the scores and the corresponding math anxiety level.

Table 4

Mathematics Performance Grading Scale

Grading Scale Description

90 – 100 Outstanding
85 – 89 Very Satisfactory
84 – 80 Satisfactory
75 – 79 Fairly Satisfactory
Bellow 75 Did Not Meet Expectation

Table 4 represent the grading scale for the Mathematics Performance.

Data Gathering Procedures

In the process of data gathering, the researchers did the following steps:

First, the researchers asked the permission of the principal to conduct the

study. After the permission was granted, the researchers were able to

conduct the study.The researchers went to the respective classes of the

respondents and distribute the questionnaires with the permission of the Teacher/

Adviser. Answering the questionnaires took 15 minutes and after the respondents

accomplished it, the researchers collected, interpreted and analyzed the data.
 28

Statistical Treatment

This study used the following statistical tools to analyze and treat the data.

1. Frequency and Percentage

The simple percentage calculation was used to assign percentage to grouping of

marks and responses, particular to item requiring on the different responses. This

was also used for the number of samples per strata.

Where:

n- number of sample

f- frequency

P- Percentage

2. Weighted Mean

Weighted mean was employed to describe and calculate the respondent’s level

of Math Anxiety. The responses of Math Anxiety Self-Assessment will be expressed

in the following categories: High, Moderate, Low, and None.

Mw= ∑fw
n
Where:

Mw- computed weighted mean

 29

fw- product of frequency and weight

n- total number of samples

3. Pearsons r Correlation Coefficient

This is used to measure the relationship of the respondent’s math anxiety level

and academic performance.

Where:

r- the linear correlation coefficient

n- number of pairs of data present

∑x- the sum of all xscores

∑xy- the sum of the products of conresponding x and y scores

 30

Bibliograhpy

Ashcraft, M. H., & Moore, A. M. (2009). Mathematics anxiety and the affective drop

in performance. Journal of Psychoeducational Assessment, 27(3), 197-205.

Beilock, S. L., Gunderson, E. A., Ramirez, G., & Levine, S. C. (2010). Female

teachers’ math anxiety affects girls’ math achievement. Proceedings of the

National Academy of Sciences, 107(5), 1860-1863.

Finlayson, M. (2014). Addressing math anxiety in the classroom. Improving

Schools, 17(1), 99-115.

Maloney, E. A., Ramirez, G., Gunderson, E. A., Levine, S. C., & Beilock, S. L.

(2015). Intergenerational effects of parents’ math anxiety on children’s math

achievement and anxiety. Psychological Science, 26(9), 1480-1488.

Maloney, E. A., Risko, E. F., Ansari, D., & Fugelsang, J. (2010). Mathematics

anxiety affects counting but not subitizing during visual

enumeration. Cognition, 114(2), 293-297.

 31

Maloney, E. A., Schaeffer, M. W., & Beilock, S. L. (2013). Mathematics anxiety and

stereotype threat: Shared mechanisms, negative consequences and

promising interventions. Research in Mathematics Education, 15(2), 115-128.

Núñez-Peña, M. I., Suárez-Pellicioni, M., & Bono, R. (2013). Effects of math anxiety

on student success in higher education. International Journal of Educational

Research, 58, 36-43.

32
 33

Survey Questionnaire

Dear Respondents:

We are the Grade 12 – Gas (4) students are conducting a study entitled
“Math Anxiety and Math Performance of Grade 10 students in Nagpayong High
School S.Y 2019 – 2020”.

We would like to seek help from you to answer this questionnaire with all
honesty and thoroughly. Rest assured that your answer will be taken confidential.
Thank you and God bless.

Thank you very much for your cooperation and God bless.

Respectfully yours,

Grade 12 – Gas (4)

Researchers
___________________________________________________________________
 34

Part 1: Respondents Profile

Direction: Put a check on the blank that corresponds to your personal information.

Name:________________________ (Optional) Gr. & Sec: _________________

Age: ______ Gender: Male ____ Female ____ Others _____

Part 2: Respondents Perception on the Math Anxiety.

Direction: Please indicate your level of agreement or disagreement with each of

these statement regarding “The relationship between Math Anxiety and Math
Performance of the Grade 10 students in Nagpayong High School. Place an ( / )
check mark in the box of your answer.

Numerical Interpretation Verbal Interpretation

4 Very High Anxiety
3 High Anxiety
2 Low Anxiety
1 Very Low Anxiety

QUESTIONS: VERY High Low Very

HIGH Low

1.I cringe when I have to go to Math class.

2.I am uneasy about going to the board in math
class.
3.I am afraid to ask questions in math class.
4.I am always worried about being called on math
class.
5.I understand math now,but I worry that it’s going
to get really difficult soon.

6.I tend to zone out in math class.

7.I fear math tests more than any other kind.
8.I don’t know how to study for math test
9.It’s clear to me in math class,but when I go home
 35

it’s like I was never there.

10I’m afraid I won’t be able to keep up with the rest
of the class.

THANK YOU AND GOD BLESS!!