Super Final Thesis

Polytechnic University of the Philippines
San Pedro Campus
CHAPTER I
The Problem and Its Background
Introduction
Mathematics is very well involved in every movement of every life.
Right from human existence on this earth, it has been a faithful
companion (Kalhotra, 2013). Similarly, mathematics is one of the most
important subjects, which acts as a bridge for all knowledge and is an
important topic in schooling. Indeed, math is also a cognitively
challenging topic, one that involves manipulation of symbols in an often
highly abstract setting (Ascraft and Krause, 2007). For the millennials, math
is “mental abuse to human”. This quotation implies that to some students,
mathematics may harm them and they tend to be afraid or nervous in
facing it. They simply think that mathematics causes a negative feeling-
fear. According to Young, Wu and Menon (2012), this fear and
nervousness towards math is called math anxiety. Similarly, based from
Richardson and Suinn (1972) this feeling of tension and anxiety towards
math that interferes in manipulation of numbers and solving mathematical
problems in ordinary life and academic situation is called the
mathematics anxiety.
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According to the history mathematics anxiety is complex
phenomenon that started in the early 1960’s. Serious research on math
anxiety began to appear in the early 1970s, when a suitable objective
instrument for measuring math anxiety became available. On 1972
Richardson and Suinn made the first and widely used instrument to
measure mathematics anxiety called (MARS) Mathematics Anxiety Rating.
Short, revised and abbreviated version of MARS were made because of
the lengthy composition of the 98 item said instrument.
Mathematics anxiety is a complex phenomenon that is face and
encountered everywhere (Smith, 2004). Therefore, many researchers focus
in this event and associate mathematics anxiety in different phase like
with working memory, mathematical performance, math ability and math
motivation (Ascraft & Krause, 2007; Krinzinger, Kaufmann& Willmes, 2009;
Ascraft & Kirk, 2009; Wang, et. al, 2015). But, commonly math anxiety
researches are usually done to seek and answering problem in learning
and teaching. Teaching and learning is one of the common and
complex activity of humans. In formal education teachers through their
different competencies, ability and knowledge are the one who are task
to perform teaching. The Republic Act of 1994 No. 7784 is an act to
strengthen teacher education in the Philippines by establishing center of
excellence, creating a teacher education council for the purpose,
appropriating funds therefore, and for other purposes. In accordance with

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Section 1, this act aims to provide and ensure quality education by
strengthening the education and training of teachers nationwide through
a national system of excellence for teacher education. In addition to this
today, mathematics anxiety is an important and common problem in
students and teachers from elementary through university levels (Peker,
2009). In order to understand mathematics anxiety Uusimaki & Nason
(2004) suggested that one should initially learn the complexity of this
concept. Researchers (Finlayson, 2014; Stuart, 2004; Scarpello, 2005;
Siebiers, 2015) have shown that teachers may produce, increase, or
reduce mathematics anxiety among students at all levels of schooling
through their attitude and behaviour, teaching methods, and formal
instructional strategies.
There has been many mathematics anxiety research conducted,
however there is a few research investigating the relationship between
mathematics anxiety and mathematics teaching anxiety (Brown,
Westenskow, & Moyer-Packenham, 2011, 2012; Haciomeroglu, 2013).
According to Peker (2009), a Turkish researcher defined mathematics
teaching anxiety as one’s feelings of tension and fear that takes place
during the teaching of mathematical concepts. Nevertheless, according
to Adeyemi (2015) little is known about in-service teachers’ mathematics
teaching anxiety as well as the relationship between mathematics anxiety
and mathematics teaching anxiety. Haciomeroglu (2013) previous

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research conducted shows the connection of mathematics anxiety and
mathematics teaching anxiety based on the prior experiences of the
teacher. Individual with high mathematics anxiety revealed having high
mathematics teaching anxiety, even though not all research shows the
direct effect of mathematics anxiety on mathematics teaching anxiety
consequently the two were not always link to each other (Brown, et al.,
2012; Peker & Ertekin, 2011). To investigate this underlying assumption this
research will focus on the mathematics anxiety and mathematics
teaching anxiety of the in-service elementary teachers. The purpose of
this study is to investigate the possible causes of the development of
mathematics anxiety and its relationship with mathematics teaching
anxiety of the in – service elementary teachers. For most research suggest
that teacher educators must address and recognized this problem in
schools.
Theoretical Framework
This study is anchored with Vygotsky’s (1981) sociocultural theory
and Bandura’s (1986) social cognitive theory. Sociocultural theory was
used as a tool to understand the social and cultural factors that
contribute to teachers’ mathematics anxiety from their past/prior
experience in learning development, while social cognitive theory was
applied as the framework to understand the interplay of personal,

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environmental and behavioral factors, especially as they relay to the
development of mathematics anxiety in individuals. Sociocultural theory
place an individual in the specific historical, cultural, and institutional
contexts. This theory was proposed by Vygotsky, who stated that:
“Every function in the child’s cultural development appears twice:
first, on the social level, and later, on the individual level; first, between
people (inter psychological) and then inside the child (intra
psychological). This applies equally to voluntary attention, to logical
memory, and to the formation of concepts. All the higher functions
originate as actual relationships between individuals.” (Vygotsky, 1978)
Vygotsky’s sociocultural theory of human learning describes
learning as a social process and the origination of human intelligence in
society or culture. The major theme of Vygotsky’s theoretical framework is
that social interaction plays a fundamental role in the development of
cognition. Vygotsky believed everything is learned on two levels. First
through the interaction with other such as peers, siblings, and adults in the
development of an individual. The other is a person can learn
independently but can do more with the assistants of other in order to
complete more of the task that is he called the zone of proximal
development. A person even before attending school have the concept
of understanding about things gain from interaction with others called the

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individual’s personal concept and gaining more understanding of things
specially gets from school that gives an individual a scientific(academic)
concept of understanding that he/she may in and outside the classroom.
Vygotsky has seen the two concepts as a mutually supporting as
the individual’s personal concepts establish the basis from which scientific
concepts are learned. In a similar manner, the formation of scientific
concepts influences and strengthens the understanding of everyday
concepts. Vygotsky’s theory implies that social interaction is vital for
learners to explore knowledge domains with their peers and adults in and
outside the classrooms. He stated that “It is through others that we
develop into ourselves” (Vygotsy, 1981); which further emphasized the
influences of others - peers, siblings, and adults - in the development of an
individual. However, when any hindrance, such as feelings of anxiety, is
experienced by peers, siblings, and adults, it disrupts the process of one’s
learning and also affects the individual’s interaction with people in his/her
environment. Examining past experiences of individuals with mathematics
anxiety, which include their interactions with socializers, and other social
and cultural factors, would help provide better understanding of the
social and contextual causes and development of mathematics anxiety.
In Social Cognitive Theory, the learner is viewed as thoroughly
integrated with the environment within which he or she is learning. The

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learners cognitive responses, behaviors, and environment all work
together to create learning. Bandura proposed triadic reciprocal
causation wherein the personal, the behavioral, and the environmental
were all inseparably entwined to create learning in an individual. Albert
Bandura (1986) in the social cognitive view people are neither driven by
inner forces nor automatically shaped and controlled by external stimuli.
Rather, human functioning is explained in terms of a model of triadic
reciprocal in which behavior, cognitive and other personal factors, and
environmental events all operate as interacting determinants of each
other.
The foundation of Bandura's conception of reciprocal determinism,
the view that (a) personal factors in the form of cognition, affect, and
biological events, (b) behavior, and (c) environmental influences create
interactions that result in a triadic reciprocal. Because personal agency is
socially rooted and operates within sociocultural influences, individuals
are viewed both as products and as producers of their own environments
and of their social systems (Inman). These factors are not fixed or
independent; rather, they operate as interacting elements of each other.
The ways in which these three factors interact is affected by human
action —a human’s capacity to make choices and apply those choices
on the world (Bandura, 1989).

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Hence, social cognitive theory suggests that factors such as
economic condition socioeconomic status, educational and familial
structures do not affect human behavior directly. Instead, they affect it to
the degree that they in influence people’s aspirations, self-efficacy
beliefs, personal standards, emotional states, and other self-regulatory
influences. In all, this social cognitive view of human and collective
functioning, which marked a departure from the prevalent behaviorist
and learning theories of the day, was to have a profound influence on
psychological theorizing during the last two decades of the twentieth
century and into a new millennium (Pajares, 2002).
Social cognitive theory is in with explaining mathematics anxiety,
personal factors include gender, race, and self-efficacy. Environmental
factors include parents’ and teachers’ attitude towards mathematics and
beliefs about mathematics and behavioral factors include mathematics
avoidance (Adeyemi, 2015). For better understanding of the complex
phenomenon, mathematics anxiety factors such as parental influences
were considered, together with parent’s socioeconomic status and
educational attainment. Sociocultural theory and social cognitive theory
were chosen not to compete with each other but to support with one
another. Vygotsky’s (1989) social and cultural factors will includes in
environmental factors of Bandura’s (1989) theory, which influence

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individuals’ learning and development through their interactions with
adults and peers.
Conceptual Paradigm

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Figure 1. The Conceptual Paradigm of the Study
The figure shows that social and cultural factors together with
Bandura’s reciprocal determinants: personal factors, behavioral factor
and environmental factor contributed in the development of the
teachers’ mathematics anxiety through his past experienced and the
influenced of the factors in his mental and learning development.
The Statement of the Problem:
The study aims to determine the relationship between the mathematics
anxiety and mathematics teaching anxiety of the respondents and
addresses the following research questions:
1. What is the demographic profile of the respondents in terms of:
1.1 socio-economic status; and
1.2 parents’ educational attainment?
2. What is the level of mathematics anxiety of the respondents?
3. How do levels of mathematics anxiety differ in view of varied
demographic profile of the respondents in terms of:
4. What are the types of mathematics teaching anxiety experienced
by in service elementary school teachers?
5. Is there a significant relationship between teachers’ mathematics
anxiety and mathematics teaching anxiety of the respondents?

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Hypothesis
𝐻𝑜 There is no significant relationship between teachers’
mathematics anxiety and mathematics teaching anxiety of the
respondents?
The pre-service teachers reported high prior mathematics
anxiety but did not experience MTA, suggesting the relationship
between MA and MTA is not always linked (Brown, Westenskow, &
Packenham, 2011).
There is no direct effect of mathematics anxiety on
mathematics teaching anxiety consequently the two were not
always link to each other (Brown, et al., 2012; Peker & Ertekin, 2011).
Scope and Delimitations
This study focused on the relationship of math anxiety and
mathematics teaching anxiety of in service elementary school teachers
and the possible causes and nature of the development of the anxiety
experienced by the respondents. From the cluster of 20 public elementary
school the researchers randomly selected 5 different public elementary
school in City of San Pedro, Laguna. All of the population of grade 1 -3
teachers are taken from the selected schools consists of 87 teachers and
revealed that most of the teachers are female and only one (1) male

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teacher. Consequently, the researcher decided not to include gender as
a factor in this study.
The researchers conducted a survey using two questionnaires to
investigate the relation of Mathematics Anxiety and Mathematics
Teaching Anxiety namely: Revised Mathematics Anxiety Rating Scale
(RMARS) that measures individual mathematics anxiety and Mathematics
Teaching Anxiety Scale (MATAS) that measures the type of mathematics
teaching anxiety experienced of the respondent.
Significance of the Study
This study is concerned with the relationship between mathematics
anxiety and mathematics teaching anxiety of in service elementary
school teachers from grade 1 to 3 and will benefit the following:
Administrator. The administrator may consider these factors as important
correlates to the academic success and may provide programs
that will help reduce mathematics anxiety as well as mathematics
teaching anxiety.
Teacher. The result of this study may provide genuine information about
their abilities that can help to reduce the math anxiety of their
students. Moreover, it can also help the teachers to identify the
symptoms and how to prevent the math anxiety.

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Students. The result of this study may provide factual information about
the ability of a student which may be beneficial to themselves not
to hate the subject mathematics itself.
Parents. Parents are the first teacher of every child and this study will
give awareness to the parents on how they will help their children
be comfortable with the subject mathematics.
Future Researchers. The study may provide scientific analysis on the
curiosity of the other researchers about the causes and effect of
math anxiety to the students. And will give specific ways to teachers
on how they can help students reduce/prevent math anxiety. In
addition, this study may be an instrument for the future researchers
to come up with a relevant research in the field of education.
Definition of Terms
The following terms are conceptually and operationally defined:
Math Anxiety. Is defined as ‘feeling of tension and anxiety that interferes
with the manipulation of numbers and the solving of mathematical
problems in ordinary life and academic situations’ (Richardson and
Suinn, 1972). In this study, mathematics anxiety is state of being
anxious about encountering mathematics through the influences of
others such as peers, sibling and adults.

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Mathematics Teaching Anxiety. Is defined as “Mathematics teaching
anxiety can be defined as pre- and in service teachers’ feelings of
tension and anxiety that occurs during teaching mathematical
concepts, theories, and formulas or during problem solving.”(Peker,
2009). In this study mathematics teaching anxiety can be defined as
a teachers doubt and worry of him/herself when teaching related
ideas about teaching mathematics.
In-Service Elementary School Teachers. Are teachers who are currently
employed in the school educational organization and are currently
teaching grades 1 to 3.
Revised Mathematics Anxiety Rating Scale (RMARS). RMARS is the
abbreviated version of 98 item original version MARS by Richardson
and Suinn (1972 ) to a 25-item RMARS survey comprising of three
subscales—the mathematics test anxiety subscale (15 items), the
mathematics course anxiety subscale (5 items), and the numerical
anxiety subscale (5 items). Consisted of 25 questions about real life
and academic situations that could generate mathematics anxiety.
Mathematics test anxiety. Which measures individual’s reactions to
evaluative situations in mathematics. It measures individuals’
reactions to taking mathematics test.

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Mathematics course anxiety. Which measures individual’s reactions to
being in a mathematics class.
Numerical anxiety. Which assesses anxiety resulting from basic
mathematics activities such as multiplication and division.
Mathematics Teaching Anxiety Scale (MATAS). MATAS is a 5-level Likert
scale Turkish instrument that was developed by Peker (2006). It
consists of 23 items with positive responses (13 items) were coded
from 1 to 5 while the negative ones (10 items) were reverse-coded
from 5 to 1. MATAS is a four factor scale that measures teaching
anxiety due to subject knowledge (10 items), anxiety due to self-
confidence (6 items), anxiety due to attitude towards teaching
mathematics (4 items) and anxiety due to subject teaching
knowledge (3 items).

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Chapter II
Review of Related Literature
This chapter presents the different existing related literature and
studies regarding teachers’ mathematics anxiety and mathematics
teaching anxiety.
Mathematics Anxiety
Mathematics anxiety has been a focus of study all over the world
for 60 years. Richardson and Suinn (1972) defined mathematics anxiety as
the ”feeling of tension and anxiety that interferes with the manipulation of
numbers and solving of mathematical problems in ordinary life and
academic situations” Ashcraft (2002) also defined mathematics anxiety as
a feeling of tension apprehension, or fear that interferes with math
performance. Bandura (1997) stated that self-efficacious students
engage more willingly in tasks, persist longer and work harder to
accomplish challenging tasks and experience fewer disturbing
emotional reactions than those who harbour self-doubt about their
capabilities.

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Hadfield and McNeil (1994) identified factors which affects
mathematics anxiety. According to them, environmental factors include
negative school experiences, parental pressure, insensitive teachers, and
non-democratic and non-supportive class environment. Intellectual
factors include negative attitude, low persistence, self-doubt, learning
style, and lack of confidence in mathematical ability. Personality factors
include reluctance to ask questions due to shyness, low self-esteem and
gender bias. Math anxiety is a problem that can negatively affect
children’s academic achievement and future employment prospects. It is
found that for children who are higher in Working Memory, greater math
anxiety is negatively related to their use of advanced problem solving
strategies, which could have implications for their long-term math
achievement as cited by (Ramirez, Chang, Maloney, Levine and Beilock,
2016).
In a review of literature on mathematics anxiety, Ashcraft and
Moore (2009) identified 17 cognitive factors, such as inadequate
motivation, low skill or ability in mathematics, and insufficient working
memory, as the risk factors for mathematics anxiety that could lead
to performance deficits and avoidance of the subject. The authors
proposed that when a person’s mathematics anxiety is aroused, it
causes an “affective drop” (Ashcraft & Moore, 2009), that is, a
substantial deterioration in performance. Specifically, decline in

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performance occurs when a mathematics-anxious person is asked to do
mathematics under timed, high-stakes circumstances. Hence,
mathematics-anxious individuals are underestimated on their true ability in
mathematics achievement and proficiency scores.
Karimi and Venkatesan’s study (2009) has shown the relationship
between Mathematics anxiety, Mathematics performance and
Academic hardiness in high school students. The results have revealed
that mathematics anxiety has significant negative correlation with
mathematics performance but no significant correlation is detected with
academic hardiness. It is also found that the gender differences in
mathematics anxiety are significant, whereas no significant differences
are detected between boys and girls in mathematics performance and
academic hardiness. This study has established the fact that the
performance of students in mathematics can be perceived by
mathematics anxiety and females scored slightly higher on this variable
but this relation has not observed with academic hardiness.
Mathematics Anxiety and Gender
Adamu (2014) analysed the relationship between math anxiety and
calculus achievement among engineering students. The study shows
negative correlation between the two. And also shows that females have
higher math anxiety than males.

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Goetz, Bieg, Lüdtke, Pekrun, and Hall (2013) presented that from the
previous research documenting the well-known gender gap is self-
reported trait mathematics anxiety, that girls reported higher levels of
anxiety than boys. On trait self-reports but not on state-based measures. In
their research it suggest that girls do not, in fact, experience more anxiety
than boys do during mathematics instruction and testing situations,
despite of the report for higher levels of habitual math anxiety. It shows
that girls’ competence beliefs, which were lower than those of boys
despite girls’ and boys’ similar achievement outcomes, may be partly
responsible for girls’ higher levels of reported habitual mathematics
anxiety.
Socio Economic Status
The results of Hiatt’s (2012) study indicate that there is a significant
difference in student achievement based on socioeconomic status.
Students of poverty scored lower, overall, on their state tests. The results
show that students are negatively impacted if they are of a lower
socioeconomic status. These students are less likely to graduate from high
school and score significantly lower on tests. Teachers play witness to a
variety of reasons this occurs. Often family support is non-existent, not
allowing them to see help on homework at home. Many times these same
students that are qualifying for free and reduced lunches are not being

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offered food at home. They will return to school each day, and have not
eaten since their free/reduced lunch from the day before. These students
also may not have the means to be prepared for class with appropriate
learning materials. Teachers have also experienced students that come to
school with physical ailments that their family cannot afford to treat. For
each these aforementioned reasons, these students find it difficult, if not
impossible, to thrive academically. Teachers have seen these students try
to learn while hungry or ill. They have been distracted in class due to not
having the materials they needed to learn.
Lareau ( 2003) observes that socioeconomic status is typically
broken into three categories, high, middle, and low to describe the three
areas a family or an individual may fall into when placing a family or
individual into one of these categories any or all of the three variables
income, education, and occupation can be assessed. Additionally, low
income and little education have shown to be strong predictors of a
range of physical and mental health problems due to environmental
conditions may be the entire cause of that person’s social predicament to
begin with.
It was found that socio-economic status and classroom climate
significantly influence mathematics anxiety of the pupils. It was
recommended among others, that caregivers, parents, teachers and

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school administrators should create enabling physical, emotional,
intellectual and social classroom climate to ensure successful teaching
and learning and enhanced interest of students in all subjects especially in
mathematics cited by Adimora et. Al, (2015)
Mathematics Anxiety and Parental Influence
Soni and Kumari (2015) in their study, “A Comparative study of
Math Anxiety Between Parents and Their Children and Its Impact On
the Children’s Achievement in Mathematics” avowed that father’s
math anxiety contributes positively to their son’s and daughter’s math
anxiety and negatively to their math achievement. However, mother’s
math anxiety maintained a direct effect on their daughter’s math
achievement. The findings are explained in terms of the immense role
of the parents in the development of mathematics skills in children.
A research by Casad et. al. (2015) entitled “Parent-child Math
Anxiety and Math-gender Stereotypes” supported the previous study of
Soni and Kumari. It recognized that parent's math anxiety interacts with
daughters' and sons' anxiety to predict math self-efficacy, GPA,
behavioral intentions, math attitudes, and math devaluing. Parents with

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lower math anxiety showed a positive relationship to children's math
outcomes when children also had lower anxiety. The strongest
relationships were found with same-gender dyads, particularly Mother-
Daughter dyads.
Mathematics Anxiety and Teacher
In the study of Kini and Podolsky (2016), to determine whether
teachers, on average, improve in their effectiveness as they gain
experience in the teaching profession, this brief summarizes the key
findings from a critical review of the relevant research. Based on their
review of 30 studies published within the last 15 years that meet rigorous
methodological criteria in analyzing the effect of teaching experience on
student outcomes in the United States, They find that: a.) Teaching
experience is positively associated with student achievement gains
throughout a teacher’s career; b.) As teachers gain experience, their
students are more likely to do better on other measures of success
beyond test scores, such as school attendance; c.) Teachers make
greater gains in their effectiveness when they teach in a supportive and
collegial working environment, or accumulate experience in the same
grade level, subject, or district; d.) More experienced teachers confer
benefits to their colleagues, their students, and to the school as a whole.

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In the study of Fargo (2008), several findings were discovered.
Science teachers possessing of advanced degrees in science or
education significantly and positively influenced student science
achievement. However, years of teaching experience in science did not
directly influence student science achievement. Additionally, the findings
of this study are intended to provide insights into the importance of hiring
and developing qualified teachers who are better able to help students
achieve in science, as well as to direct the emphases of ongoing teacher
in-service training.
McAnallen (2010) and Zettle & Raines (2000) agreed that teachers
may produce, increase or reduce mathematics anxiety among students
at all levels of schooling through their attitude and behaviour, teaching
methods, and formal instruction/instructional strategies. Also, there are
indications that some teachers also possess mathematics anxiety.
In Finlayson’s study (2014) math anxiety is usually connected with
the kind of teaching styles happened and experienced in the classroom.
that often focus on memorization and chalk-board styles of learning, that
those teachers’ practices may lead anxiety to their students. According to
Smith (2004), the mathematics teacher at any level faces serious
obstacles to teaching his students the mathematics they need. One of

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the biggest obstacles for the teacher is trying to teach students who
experience math anxiety.
According to Beilock, et. al. (2009), people’s fear and anxiety about
doing math—over and above actual math ability—can be an
impediment to their math achievement. They show that when the math-
anxious individuals are female elementary school teachers, their math
anxiety carries negative consequences for the math achievement of their
female students. Moreover, they stated that there was no relation
between a teacher’s math anxiety and her students’ math achievement.
In early elementary school, where the teachers are almost all female,
teachers’ math anxiety carries consequences for girls’ math achievement
by influencing girls’ beliefs about who is good at math. McAnallen (2010)
and Zettle & Raines (2000) agreed that teachers may produce,
increase or reduce mathematics anxiety among students at all
levels of schooling through their attitude and behaviour, teaching
methods, and formal instruction/instructional strategies. Also, there
are indications that some teachers also possess mathematics anxiety.
The study of Moslem, Abbasia, et.al (2013) revealed that there is
negative significant relationship between the students’ mathematical
anxiety and their self-esteem. Also, there is a significant relationship
between the students, mathematical anxiety and their teacher's

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personality characteristics. Besides, there is no significant relationship
between the high school students’ mathematics anxiety and their
educational levels. There is a significant difference between the
mathematical anxiety of students majoring in humanities and natural
science students as well as the students of physics and mathematics. In
addition, there is a significant difference between the mathematics
anxiety of male and female students.
The research of Hassan, Heydaria, Mehdi and Rostamic (2013) also
attempts to study the relationship between the mathematics anxiety in
high school students and the personality characteristics of their
mathematics teachers. The result presented that there is a significant
relationship between the students’ mathematics anxiety and their
teachers’ personality characteristics. The objective of Madjar, Zalsman,
Weizman’s, et. al. (2016) study was to longitudinally explore the
development of mathematics anxiety among normative middle-school
students, and to identify the moderating role of gender, school transition
and scholastic achievements on these trajectories. Their study revealed
that girls, students who transitioned between schools and high achievers
(each independently) reported a significant increase in mathematics
related anxiety towards the end of sixth grade, which later decreased
during seventh grade.

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Mathematics Teaching Anxiety and Mathematics Anxiety
In her study Adeyemi (2015) elementary school teacher
experienced different levels of mathematics anxiety. An explanation for
this is that each teachers are not fully mindful of the degree of their
mathematics anxiety or they feel uncomfortable and this reveal their
actual level of mathematics anxiety. Different types of mathematics
teaching anxiety are also shown in the study explicitly, male teachers
appeared to experience less mathematics teaching anxiety due to
subject knowledge and self-confidence, than to their female
counterparts. The study also revealed a positive correlation between the
two anxieties: as mathematics anxiety increases, mathematics teaching
anxiety also increases. But not all who experienced mathematics anxiety
have mathematics teaching anxiety and vice versa. The study have
shown the difficulty with the prediction of mathematics anxiety and
mathematics teaching anxiety among teachers.
Peker (2010) noted in his study that the content knowledge
dimension of mathematics teaching anxiety had a negative effect
on the efficacy in teaching, motivation and taking on responsibility
and effective teaching dimensions of self-efficacy beliefs toward
mathematic teaching. Similarly, self-confidence dimension of
mathematics teaching anxiety affected the efficacy in teaching and

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effective teaching dimensions of self-efficacy beliefs toward
mathematic teaching negatively. The teaching knowledge dimension
of mathematics teaching anxiety had a negative effect on the
effective teaching dimension of self-efficacy beliefs toward
mathematics teaching. According to Brown, Westenskow and Moyer-
Packenham (2011) elementary pre-service teachers report high levels of
mathematics anxiety (MA), but the construct less widely addressed is their
mathematics teaching anxiety (MTA). This study investigated the
frequency with which MA stemming from prior experiences leads to MTA.
They suggested that the relationship between MA and MTA is not always
linked.
However, Jaggernaut (2011) believed that there was no significant
relationship between three constructs mathematics anxiety,
mathematics teacher efficacy, and mathematics avoidance,
and teacher variables of highest level of educational
achievement, type of school at which they taught, the
number of years they have been teaching, and current
programme they were enrolled in.
The aforementioned research studies, articles, and surveys
supported the current research and gave illumination to the
measurement of mathematics anxiety and other possible factors.

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Synthesis:
The researchers were able to gather different research studies,
articles, and surveys that enabled them to support this study.
Mathematics can be encountered everywhere - in school, home,
workplace, and even in streets. That’s why worldwide studies are done
which stress the reason why many people are math anxious. From 1950’s
up to now, many studies about math anxiety are being conducted. Most
researches about math anxiety focuses on its causes, effects and ways to
reduce and overcome the anxiety. A research by Karimi and Venkatesan
(2009) found that the gender differences in mathematics anxiety are
significant, whereas no significant differences are detected between boys
and girls in mathematics performance and academic hardiness.
Aforementioned literature by Adamu (2013) and Goetz, Bieg,
Lüdtke, Pekrun, and Hall, (2013) supported Karimi’s and Venkatesan’s
research. They emphasized the stereo type outlook that women are more
anxious than men and men are better in performing in mathematics than
girls. Another study from Madjar, et. al. (2016) revealed that girls, students
who transitioned between schools and high achievers (each
independently) reported a significant increase in mathematics related
anxiety towards the end of sixth grade, which later decreased during
seventh grade.

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With regards to the parent’s influence and mathematics anxiety,
studies of Soni and Kumari (2015) and Casad et. al. (2015) indicated that
parental math anxiety and math attitude act as precursors to their
children’s math anxiety and math attitude and further influence the math
achievement of their children. Many studies show that teachers play a
major role in getting and reducing math anxiety. McAnallen (2010) and
Zettle and Raines (2000) agreed that teachers may produce, increase
or reduce mathematics anxiety among students at all
levels of schooling through their attitude and behaviour,
teaching methods, and formal instruction/instructional strategies.
The study of Finlayson (2014), states that the teachers’ practices
may lead anxiety to their students. Smith (2004) added that one of the
biggest obstacles for the teacher is trying to teach students who
experience math anxiety. Moslem, Abbasia, et.al (2013) supported
Hassan’s, et al. (2013), research which concluded that there is a
significant relationship between the students, mathematical anxiety and
their teacher's personality characteristics.
Hiatt’s (2012) study indicates that there is a significant difference in
student achievement based on socioeconomic status and it was also
found by Adimora et. Al, (2015) that socio-economic status and classroom
climate significantly influence mathematics anxiety of the pupils.

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On the other hand, according to Peker (2010), noted in his study
that the content knowledge dimension of mathematics teaching
anxiety had a negative effect on the efficacy in teaching,
motivation and taking on responsibility and effective teaching
dimensions of self-efficacy beliefs toward mathematics teaching.
Brown’s, et. al (2011) research have showed that the relationship between
Mathematics Anxiety and Mathematics Teaching Anxiety is not always
linked. Adeyemi (2015), on his study, have proved that there is difficulty
with the prediction of mathematics anxiety and mathematics teaching
anxiety among teachers. Jaggernaut (2011) believed that there was no
significant relationship in teacher variables of highest level of educational
achievement, type of school at which they taught, the number of
years they have been teaching, and current programme they were
enrolled in.
The research studies, articles, and surveys were beneficial to the
researchers for the reason that they support the variables used in the
present study.

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Chapter III
Research Methodology
This chapter discussed the methods and the procedures of research
followed in this study, the description of respondents, the instrumentation,
the data gathering procedure and the appropriate statistical treatment
used for the generalization of the study.
Research Method
The design of this research was descriptive-correlation in nature.
Descriptive method was used for describing, analyzing and interpreting
the gathered data quantitatively. Descriptive method of research is a fact
finding study with adequate and accurate interpretation of the findings.
Meanwhile, correlational studies investigate the possibility of relationships
between only two variables, although investigations of more than two
variables are common (Frankael & Wallen, 2009). The researchers used
the descriptive-correlational research in order to determine the
relationship between math anxiety and mathematics teaching anxiety of
in service elementary school teachers form grades 1 to 3.

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Research Participants
The researchers utilized cluster sampling technique in selecting the
participants of the study. Cluster sampling technique is almost the same
with the simple random sampling but it the cluster (group as sampling unit)
that is randomly selected not the individuals. It is used when it is impossible
or difficult to select a random sample random of individuals from your
population. It is frequently less time-consuming and is often easier to
implement in schools (Frankael & Wallen, 2009). The target population of
this study consisted of all public teachers in primary education (that is
Grade 1-3) in City of San Pedro, Laguna Academic Year 2017-2018. The
researchers conducted the data gathering according to the availability
of the teachers. Five (5) schools is randomly selected using the said
sampling technique.
Table 1
School distribution of the Respondents
School Respondents Percentage

Bagong Silang Elementary School (BSES) 7 8%
Estrella Elementary School (EES) 11 13 %
Laguna Resettlement Community School 28 32 %
(LRCS)
Langgam Elementary School (LES) 32 37 %
Magsaysay Elementary School (MES) 9 10 %
Total 87 100 %

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Table 1 presents the School distribution of the respondents. It further
shows that most of the respondents are from Langgam Elementary School
and Laguna Resettlement Community School.
Instrumentation
The study utilized questionnaire as major instrument in order to
measure the intended information needed for our study. The researchers
will discuss the mechanics of the questionnaire and lead the respondents
to answer the certain questions. The questionnaires that the researchers
used in this study were intended to obtain information on the
Mathematics Anxiety vis-à-vis Mathematics Teaching Anxiety.
The instruments used in the data gathering were Revised
Mathematics Anxiety Rating Scale (RMARS) and Mathematics Teaching
Anxiety Scale-English Version (MATAS-E).
A. Revised Mathematics Anxiety Rating Scale (RMARS)
Mathematics anxiety was measured by the Revised Mathematics
Anxiety Rating Scale (RMARS) Baloğlu & Zelhart (2007). The RMARS consists
25 statements which participants rate on a 4-point (ranging from “Never”
to “Usually”) Likert scale.

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Table 2
Scale in Revised Mathematics Anxiety Rating Scale
Scale Interpretation
4 Usually
3 Often
2 Seldom
1 Never
It has three (3) sub-variables: namely Mathematics Test Anxiety,
Mathematics Course Anxiety and Numerical Task Anxiety.
Table 3
Item distribution of Revised Mathematics Anxiety Rating Scale
Mathematics Course
Mathematics Test Anxiety Numerical Task Anxiety
Anxiety
Item Score Item Score Item Score
1 3 11
2 5 12
4 20 13
6 22 14
7 25 23
8
9
10
15
16
17
18
19
21
24
Total /60 /20 /20
There are 15 statements related to the Mathematics Test Anxiety, 5
statements related to the Mathematics Course Anxiety and 5 statements
related to Numerical Task Anxiety and .

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The scores for factors are calculated by adding the scores on
statements related to each factor. Higher scores represent greater
mathematics anxiety. In addition, there are 25 statements related to
Mathematics Anxiety for a possible total point of 100
B. Mathematics Teaching Anxiety Scale-English Version (MATAS-E)
The researchers adapted questionnaire by Peker (2006). MATAS-E
consists 23 item statements which participants rate on a 4-point (ranging
from “Absolutely Agree” to “Absolutely Disagree”) Likert scale.
Table 4
Scale in Mathematics Teaching Anxiety Scale-English Version
Scale Interpretation
4 Absolutely Disagree
3 Disagree
2 Agree
1 Absolutely Agree
It has four (4) sub-variables: namely Content / Subject Knowledge,
Self-confidence, Attitude towards Mathematics Teaching and Subject
Teaching Knowledge.

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Table 5
Item distribution of Mathematics Teaching Anxiety Scale-English Version
Attitude towards
Content / Subject Subject Teaching
Self-confidence Mathematics
Knowledge Knowledge
Teaching
Item Score Item Score Item Score Item Score

1 2 12 21
3 4 18 22
5 9 19 23
6 11 20
7 13
8 16
1o
14
15
17
Total /40 Total /24 Total /16 Total /12
There are 10 statements related to the Content / Subject
Knowledge, 6 statements related to the Self-confidence, 4 statements
related to the Attitude towards Mathematics Teaching and 3 statements
related to Subject Teaching Knowledge.
The scores for factors are calculated by adding the scores on
statements related to each factor. Higher scores represent greater
mathematics teaching anxiety. In addition, there are 23 statements
related to Mathematics Anxiety for a possible total point of 92.
Research Phases/ Data Gathering Procedure
This study follows two stages, namely, preparation stage and
administration stage. The phases and stages are indicated below:

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Table 6
Phases of Data Gathering Procedure
Preparation Stage:
Phase 1: Development, Validation and Reliability of Instruments
Administration Stage:
Phase 2: Collecting of Data
2.1 Stage Questionnaire
Preparation, Analysis and Interpretation of the Data
Phase 3:
Preparation Stage
In Phase 1 of Data Gathering Procedure, the first step is the
development of the instruments. In this study, the researchers adapted
Revised Mathematics Anxiety Rating Scale (RMARS) and Mathematics
Teaching Anxiety Scale-English Version (MATAS-E). Then, validation of
instruments was conducted. Validity is the most important idea to consider
when preparing or selecting an instrument for use. Otherwise, researchers
want the information they obtain through the use of an instrument to
serve their purposes and it refers to the appropriateness, meaningfulness,
correctness, and usefulness of the inferences a researcher makes.
(Frankael and Wallen, 2009). There is two (2) faculty and teachers one (1)
instructor from state university who are responsible in validation of the
instrument (see appendix for their information).

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Table 7
Validity of the Instrument
Criteria for Validation Mean Verbal Interpretation

A. Format and Validation 2.93 Suitable
B. Content 3.00 Suitable
C. Clarity 2.93 Suitable
D. Usefulness 2.80 Suitable
Average 2.92 Suitable
It shows that the validity of the instrument is suitable, and implies
that the instrument is appropriate to the study.
After the validation of the instrument, the researchers tested the
reliability of the instrument. Reliability is defined as the consistency of the
scores obtained and how consistent they are for each individual from one
administration of an instrument to another and from one set of items to
another (Frankael & Wallen, 2009).
To test the reliability of the instrument, the researcher chose another
sample with similar characteristics to the sample. The Sampaguita Village
Elementary School (SVES) is also a public elementary school that is why
the researchers conducted the reliability of the instrument in the said
school. After the approval of the letter, the researchers chose 10 teachers
in SVES.
Table 8
Reliability of Revised Mathematics Anxiety Scale

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Cronbach’s Alpha No. of Items
.931 25
The internal consistency of the instrument was a=93 for the Revised
Mathematics Anxiety Rating Scale (RMARS).
Table 9
Reliability of RMARS’ Sub-variables
Sub-variables Cronbach’s Alpha No. of Items
Mathematics Test Anxiety

.873 15
Mathematics Course
Anxiety .737 5
Numerical Task Anxiety

.904 5
These reliability coefficients indicated that the RMARS had
acceptable reliability for the participants involved in the study.
Table 10
Reliability of Mathematics Teaching Anxiety Scale-English Version
Cronbach’s Alpha No. of Items

.954 23
The internal consistency of the instrument was a=95 for the
Mathematics Teaching Anxiety Scale-English Version.

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Table 11
Reliability of MATAS Sub-variables
Sub-variables Cronbach’s Alpha No. of Items
Content / Subject
Knowledge .921 10
Self-confidence
.861 6
Attitude towards
Mathematics Teaching .850 4
Subject Teaching
Knowledge .787 3
These reliability coefficients indicated that the MATAS-E scale had
acceptable reliability for the participants involved in the study.
Under Phase 2 or the selection of the samples
The researchers provided the letters asking for permission to gather
data and the authorization of conducting a survey in the randomly
selected schools, namely: Laguna Resettlement Community School
(LRCS), Langgam Elementary School (LES), Magsaysay Elementary School
(MES), Bagong Silang Elementary School (BSES) and Estrella Elementary
School (EES).
Administration Stage
The next step was Collecting of Data or Phase 2 of the procedure.
During this phase, the researchers personally distributed the

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questionnaires. The respondents were given one (1) day to answer the
questionnaire. After answering the questions, the researcher will collect it
for tallying the scores and to apply the statistical treatment to be used for
the study.
Statistical Treatment
The data will be subjected to different statistical treatment namely,
mean and Pearson Product Moment Correlation (Pearson r).
1. Frequency and Percentage Distribution
Frequency and percentage distribution was used to present the
demographic profile of the respondents.
2. Mean
It is the average of the test scores. It is also the sum of the scores
divided by the number of scores.
Formula:
∑𝒙
̅=
𝒙
𝑵
Where:
̅ = Mean
𝒙

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∑ 𝑥 = Sum of the scores
𝑁 = Number of scores
3. Standard Deviation
The standard deviation is a special form of average deviation. It is also
affected by all the individual scores of the items in the distribution.
Formula:
̅) 𝟐
∑(𝒙 − 𝒙
𝒔=√
𝒏−𝟏
Where:
𝑠 = Standard Deviation
𝑥̅ = Mean
𝑛 = Sample size
4. Pearson r
Pearson Moment Correlation Coefficient, also known as
Pearson r, is established by Karl Pearson. It is the most common
measure of correlation. It shows the correlation between two
variables which reflects the degree to which the variables are
related.

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Formula:
𝑛 ∑ 𝑥𝑦 − (∑ 𝑥)(∑ 𝑦)
𝑟=
√[𝑛 ∑ 𝑥 2 − (∑ 𝑥)2 ][𝑛 ∑ 𝑦 2 − (∑ 𝑦)2 ]
Where:
𝑟 = Pearson r
∑ 𝑥𝑦 = Summation of the product of x and y
∑ 𝑥 = Summation of x data
∑ 𝑦 = Summation of y data
∑ 𝑥 2 = Summation of the squared data of x
∑ 𝑦 2 = Summation of the squared data of y

2
(∑ 𝑥) = Square of the summation of x data
2
(∑ 𝑦) = Square of the summation of y data
𝑛 = Sample size
Table 12.
Interpretation in Pearson r
Coefficient Interpretation
0 < |𝑟| ≤ 0.1 Very Weak Linear Relationship

0.2 < |𝑟| ≤ 0.4 Weak Linear Relationship
0.4 < |𝑟| ≤ 0.6 Moderate Linear Relationship
0.6 < |𝑟| ≤ 0.8 Strong Linear Relationship
|𝑟| > 0.8 Very Strong Linear Relationship

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Chapter IV
Presentation, Interpretation, and Analysis of Data
The purpose of this study was to explore the relationship of
Mathematics Anxiety with Mathematics Teaching Anxiety and
demographic factors such as socioeconomic status, cultural group,
parent educational level and years of teaching. This chapter presents the
data analyses and findings from quantitative phase of study. Descriptive
statistics, such as means were used to categorize, summarize and visually
present.
The dependent variables for the study were the teacher’s scores on
the Mathematics Anxiety Rating Scale-Revised (RMARS) and the
Mathematics Teaching Anxiety Scale (MATAS-English version referred to as
MATAS-E). The independent variables were socioeconomic status, parent
educational level and years of teaching. Some of the data analyses are
summarized and displayed in tabular forms and graphs.
Results from the survey
The survey was done by 5 schools as participants consist of Grade 1-
3 teachers from San Pedro City, Laguna. The questionnaire was

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composed of 3 demographic factors that could be associated with
Mathematics Anxiety and teachers’ past experiences with mathematics
and teaching experience. The questionnaires used was the following:
a.) RMARS (Mathematics Anxiety Rating Scale-Revised) that
comprised of 25 questions about the participant’s real life and
academic situations which could generate mathematics
anxiety.
b.) MATAS-E (Mathematics Teaching Anxiety Rating Scale English
Version) that consisted 23 questions about mathematics
teaching anxiety.
Research Question #1. What is the demographic profile of the
respondents in terms of:
5.1 socio-economic status;
5.2 parents’ educational attainment; and
5.3 Years of teaching?
Table 13
Socioeconomic Status of the Respondents

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Socioeconomic Status N %
Low 25 29
Middle 61 70
High 1 1
Total 87 100
As presented in Table 13, the analyses of demographic information
showed that the participants were mostly in the middle class of the
society 61 (70%), others in the low class 25 (29%) and the high class in the
society 1 (1%).
Table 14
Mother’s Educational Attainment of the respondents
Mother’s Educational N %
Attainment
Elementary 26 30
High School Graduate 40 46
Bachelor’s Degree 17 19
Master’s Degree and 4 5
Above
Total 87 100
As presented in Table 15, the analyses of demographic information

showed that the level of educational attainment of the participants’
mother varies. 26 (30%) of them answered that their mother finished
Elementary, 40 (46%) were High School Graduate, 17 (19%) got a
Bachelor’s Degree, and 4 (5%)of the participant’s mother had a Master’s
Degree.
Table 15
Father’s Educational Attainment of the Respondents

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Father’s Educational N %
Attainment
Elementary 29 33
High School Graduate 39 45
Bachelor’s Degree 16 19
Master’s Degree and 2 3
Above
Total 87 10
As shown in Table 16, the analyses of demographic information

showed that the level of educational attainment of the participants’
father differs. 29 (33%) out of 87 participants answered that their father
finished Elementary, 39 (45%) were High School Graduate, 16 (19%) got a
Bachelor’s Degree, and 2 (3%) of the participants’ father attained a
Master’s Degree.
Research Question #2. What is the level of mathematics anxiety of the
respondents?
Table 16
Level of Mathematics Anxiety
Mathematics Mean Verbal

Anxiety Interpretation
Mathematics 2.58 Much
Test Anxiety
Mathematics 1.99 A Little
Course
Anxiety
Numerical 2.67 Much
Task Anxiety

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The table shows the data about the mathematics anxiety and its
sub variables: mathematics test anxiety, mathematics course anxiety and
numerical task anxiety. The statement “Reading a cash register receipt
after your purchase” under mathematics test anxiety got the highest
mean which interpreted as “much”. This indicates that their anxiety occurs
usually after receiving a receipt of their expenses in their daily lives.
Another highest mean statement was “Studying for a math test” that is
also under the mathematics test anxiety, this implies that when there is a
coming test, they tend to feel anxious.
Table17
Results on Levels of Mathematics Anxiety Experienced by the Respondents
Mathematics N RMARS Range Percentage
Anxiety Level
Low 13 30 – 48 13
Moderate 60 49 – 77 71
High 14 78 – 97 16
Total 87 30 – 93 100
The table presents the breakdown of the number of
respondents based on the level of their mathematics anxiety. The study
adopt the way how Ashcraft & Kirk (2001) and Adeyemi (2015) used
RMARS as the instrument and categorized the different level of

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mathematics anxiety. The results indicated that 13 (13%) of the 87
respondents experienced low level of mathematics anxiety, 60 (71%)
experienced moderate level, and 14 (16%) experienced high level of
mathematics anxiety. This implies that most of the teachers experience
moderate level of mathematics anxiety.
Research Question #3. How do mathematics anxiety differ in view of
varied demographic profile of the respondents?
Table 18
Difference between mathematics anxiety and socioeconomic status of
the respondents
Socioeconomic Level of F p-value
Status Significance
Low
Middle 0.05 3.662 .030

High
Total
The result presented in the table show the difference of RMARS
score and socioeconomic status of the respondents. It discussed the
computed value of f and p-value of RMARS Score and Socioeconomic
Status of the respondents. The p – value of RMARS Score to
socioeconomic status is .030 that means there is significant difference

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between the variables. The computed value of f is 3.662. Therefore,
RMARS Score has significant difference with respect to the respondents’
socioeconomic status.
Table 19
Difference between mathematics anxiety and highest educational
attainment of mother of the respondents
Highest Level of F p-value
Educational Significance
Attainment of
Mother
Elementary
High school
Bachelor’s 0.05 .938 .426
Degree
Master's Degree
and Above
score and highest educational attainment of mother of the respondents.
It discussed the computed value of f and p-value of RMARS Score and
highest educational attainment of mother of the respondents. The p –
value of RMARS Score to highest educational attainment of mother is .426

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that means there is no significant difference between the variables. The
computed value of f is .938. Therefore, RMARS Score has no significant
difference with respect to the respondents’ highest educational
attainment of mother.
Table 20
Difference between mathematics anxiety and highest educational
attainment of father of the respondents
Highest Level of F p-value

Educational Significance
Attainment of
Father
Elementary
High school
Bachelor’s 0.05 6.573 .000
Degree
Master's
Degree and
Above
Others
Score and highest educational attainment of father of the respondents. It
discussed the computed value of f and p-value of RMARS Score and
highest educational attainment of father of the respondents. The p –

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value of RMARS Score to highest educational attainment of father is .000
that means there is significant difference between the variables. The
computed value of f is 6.573. Therefore, RMARS Score has significant
attainment of father.
Research Question #4. What are the types of mathematics teaching
anxiety experienced by in service elementary school teachers?
Table 22
Mathematics Teaching Anxiety
Mathematics Mean Verbal

Teaching Anxiety Interpretation
Content 1.85 Agree
Knowledge
Self – confidence 2.05 Agree
Attitude towards
2.16 Agree
Teaching
Mathematics
Subject Teaching 2.16 Agree
Knowledge
The table shows the data about the mathematics teaching anxiety
and its sub variables: content knowledge, self – confidence, attitude
towards teaching mathematics and subject teaching knowledge. The
statement “I am successful in solving mathematics questions” under
content knowledge got the highest mean which interpreted as “Agree”.

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This indicates that the teacher must have an expertise in the subject
matter to be successful in solving mathematics question.
Table 23
Result of the Type of Mathematics Teaching Anxiety experienced by the
respondents
Type of Minimum Maximum Mean Standard Subscale

Mathematics Deviation Mean
Teaching
Anxiety
Content 10.00 30.00 19.5172 4.31833 1.85
Knowledge
Self – 6.00 19.00 12.3218 2.50346 2.05
confidence
Attitude 4.00 15.00 8.6322 2.10821
2.16
towards
Teaching
Mathematics
Subject 3.00 12.00 6.4828 1.77752 2.16
Teaching
Knowledge
In the investigation done to measure the respondents type of
mathematics teaching anxiety revealed that the subject knowledge type
of mathematics anxiety have the highest mean score and the subject
type of mathematics anxiety was revealed of having the lowest mean
score among the respondents. But, then the distribution of items in the
different type of mathematics teaching was not equally distributed that’s

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why the mean score of each subscale were computed and show that
attitude towards teaching mathematics and subject teaching knowledge
to be the type of mathematics teaching anxiety experienced by the most
of the respondents.
Research Question #5. Is there a significant relationship between
teachers’ mathematics anxiety and mathematics teaching anxiety of the
respondents?
Table 24
Pearson product – moment correlation test in RMARS Score to MATAS
Score
N Level of P - value Computed
Significance r
RMARS Score 87
MATAS Score 0.05 0.522 -0.070
The result presented in the table show the relationship of RMARS
score and MATAS Score of the respondents. It discussed the computed
value of r and p-value of RMARS Score and MATAS Score of the
respondents. The p – value of RMARS Score to MATAS Score is 0.522 that
means there is no significant relationship between the variables. The
computed value of r is -0.070 with interpretation of Very Weak Linear

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Relationship. Therefore, RMARS Score has no significant relationship to
MATAS Score of the respondents.

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CHAPTER V
Summary, Conclusions and Recommendations
This chapter presents the summary of the research findings, the
conclusions derived from the findings and recommendations.
Summary
This study was conducted to determine if there is no relationship
between Mathematics Anxiety and Mathematics Teaching Anxiety of
Public Elementary School Teachers from Grade 1 – 3 of San Pedro City,
Laguna.
The descriptive research method and random cluster sampling
were used to select the respondents of the study. Cluster sampling
technique is almost the same with the simple random sampling but it the
cluster (group as sampling unit) that is randomly selected not the
individuals. It is used when it is impossible or difficult to select a random
sample random of individuals from your population. It is frequently less
time-consuming and is often easier to implement in schools (Frankael &
Wallen, 2009). The frequency count and the percentage were used to
determine the number of respondents and their demographic
information. Likert scale was used to determine and interpret the

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Mathematics Anxiety and Mathematics Teaching Anxiety of the
respondents.
Findings
The study revealed the following findings;
1. Most of the respondents identify themselves in the middle class of
the society which consist of 61 (70%), others are in the low class of
the society which consist of 25 (29%) and only one (1%) identify
herself in the high class of the society.
2. The frequency distribution of the respondents in terms of
educational attainment of their mother showed that 26 (30%) of
them answered that their mother finished Elementary, 40 (46%) were
High School Graduate, 17 (19%) got a Bachelor’s Degree, and 4
(5%) of the participant’s mother had a Master’s Degree.
3. In the demographic information about the educational attainment
of the participants of their father shows that 29 (33%) out of 87
participants answered that their father finished Elementary, 39 (45%)
were High School Graduate, 16 (19%) got a Bachelor’s Degree, and
2 (3%) of the participants’ father attained a Master’s Degree.
4. The mathematics anxiety experienced by the respondents indicates
that there is a dispersion of the level of mathematics anxiety.

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Moderate level of mathematics anxiety was the most observed by
the respondents, high level of mathematics anxiety comes next,
and the low level of mathematics anxiety was least observed.
5. Attitude towards teaching mathematics and subject teaching
knowledge are the majority type of mathematics teaching anxiety
experienced by the respondents, followed by self-confidence and
the least experience is the content knowledge type of mathematics
teaching anxiety.
6. RMARS Score has significant difference with respect to the
respondents’ socioeconomic status
7. RMARS Score has no significant difference with respect to the
respondents’ highest educational attainment of mother.
Nevertheless, there is a significant difference with respect to the
respondents’ highest educational attainment of father.
Conclusions
1. Not all in-service elementary teachers experience high
mathematics anxiety. Most of the teachers only suffer from
moderate level of mathematics anxiety that conclude that
environmental factors (such as parental influence, academic major
or previous mathematics experience and socioeconomic status)

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can be one of the causes of the anxiousness of the student in the
subject mathematics. But in our findings, it reveals that mother’s
highest educational attainment (parents influence) can’t be the
cause of mathematics anxiety.
2. Anxiety for mathematics may be passed, that may lead as barrier
to students from becoming a successful mathematics learner.
3. RMARS Score has significant difference with respect to the
respondents’ socioeconomic status and respondents’ highest
educational attainment of father. But there is no significant
attainment of mother
4. The perception of Grades 1 – 3 teachers of City of San Pedro,
Laguna about their mathematics anxiety have no significant
relationship to the mathematics teaching anxiety. Having
mathematics anxiety doesn’t always mean that the respondent
also have mathematics anxiety and vice versa. The association of
the two cannot always be predicted.
Recommendation

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1. In-service elementary school teachers should acknowledge their
anxiety for mathematics and take charge of their mathematics
learning, this may be done by reading of magazines and articles
regarding mathematics. They should have their journal/reflection
writing about the past and everyday experiences of mathematics
as progressive means of handling mathematics anxiety. Teachers
should ask their students to write a journal/reflection concerning
their experiences of mathematics to bring more awareness to their
feelings about mathematics.
In-service elementary school teachers should give encouragement
and words of appreciation to their students to eradicate math
anxiety. They should make their past experiences and success in
mathematics a source of inspiration and motivation in mathematics
anxiety reduction. They should bear in mind the different learning
styles of the students. Lastly, in-service elementary school teachers
should possess a positive outlook towards mathematics in order for
their students to build confidence about it.
2. Parents must have provisions of extra learning opportunities; such as
tutoring their children because it may help to fill the gaps in
mathematics knowledge and may promote better understanding

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of mathematics concept. They should give encouragement for their
children to lessen the effect of mathematics anxiety
3. School boards should investigate the status of mathematics anxiety
in their school. They should spread posters regarding mathematics
anxiety for everyone’s awareness and should conduct frequent
discussions about mathematics anxiety, its causes, damaging
consequences, and preventive measures intended only for
teachers to prevail over their fear about mathematics. The
administration should establish events which involve parents so that
partnership will happen and a successful teaching-learning process
in mathematics will occur.
4. Future researchers should conduct another study on the
relationship between mathematics anxiety and mathematics
teaching anxiety of in service elementary school teachers, having a
different set of in service elementary school teachers as
respondents, to check whether that phenomenon is specific to a
certain time. Moreover, we recommend that they look for an
alternative variable that can identify the mathematics teaching
anxiety of in service elementary school teachers.

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Adeyemi, A. (2015). Investigating and overcoming mathematics anxiety in

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Polytechnic University of the Philippines

San Pedro Campus

The Problem and Its Background

Mathematics is very well involved in every movement of every life.

Right from human existence on this earth, it has been a faithful

companion (Kalhotra, 2013). Similarly, mathematics is one of the most

important subjects, which acts as a bridge for all knowledge and is an

important topic in schooling. Indeed, math is also a cognitively

challenging topic, one that involves manipulation of symbols in an often

is “mental abuse to human”. This quotation implies that to some students,

mathematics may harm them and they tend to be afraid or nervous in

fear. According to Young, Wu and Menon (2012), this fear and

nervousness towards math is called math anxiety. Similarly, based from

math that interferes in manipulation of numbers and solving mathematical

problems in ordinary life and academic situation is called the

“THE COUNTRY’S 1st POLYTECHNIC U”

phenomenon that started in the early 1960’s. Serious research on math

anxiety began to appear in the early 1970s, when a suitable objective

instrument for measuring math anxiety became available. On 1972

measure mathematics anxiety called (MARS) Mathematics Anxiety Rating.

Short, revised and abbreviated version of MARS were made because of

the lengthy composition of the 98 item said instrument.

Mathematics anxiety is a complex phenomenon that is face and

encountered everywhere (Smith, 2004). Therefore, many researchers focus

in this event and associate mathematics anxiety in different phase like

with working memory, mathematical performance, math ability and math

motivation (Ascraft & Krause, 2007; Krinzinger, Kaufmann& Willmes, 2009;

researches are usually done to seek and answering problem in learning

and teaching. Teaching and learning is one of the common and

complex activity of humans. In formal education teachers through their

to perform teaching. The Republic Act of 1994 No. 7784 is an act to

strengthen teacher education in the Philippines by establishing center of

excellence, creating a teacher education council for the purpose,

appropriating funds therefore, and for other purposes. In accordance with

“THE COUNTRY’S 1st POLYTECHNIC U”

strengthening the education and training of teachers nationwide through

a national system of excellence for teacher education. In addition to this

today, mathematics anxiety is an important and common problem in

students and teachers from elementary through university levels (Peker,

2009). In order to understand mathematics anxiety Uusimaki & Nason

concept. Researchers (Finlayson, 2014; Stuart, 2004; Scarpello, 2005;

Siebiers, 2015) have shown that teachers may produce, increase, or

reduce mathematics anxiety among students at all levels of schooling

through their attitude and behaviour, teaching methods, and formal

There has been many mathematics anxiety research conducted,

however there is a few research investigating the relationship between

mathematics anxiety and mathematics teaching anxiety (Brown,

Westenskow, & Moyer-Packenham, 2011, 2012; Haciomeroglu, 2013).

According to Peker (2009), a Turkish researcher defined mathematics

during the teaching of mathematical concepts. Nevertheless, according

to Adeyemi (2015) little is known about in-service teachers’ mathematics

teaching anxiety as well as the relationship between mathematics anxiety

and mathematics teaching anxiety. Haciomeroglu (2013) previous

“THE COUNTRY’S 1st POLYTECHNIC U”

mathematics teaching anxiety based on the prior experiences of the

teacher. Individual with high mathematics anxiety revealed having high

direct effect of mathematics anxiety on mathematics teaching anxiety

research will focus on the mathematics anxiety and mathematics

teaching anxiety of the in-service elementary teachers. The purpose of

this study is to investigate the possible causes of the development of

mathematics anxiety and its relationship with mathematics teaching

anxiety of the in – service elementary teachers. For most research suggest

that teacher educators must address and recognized this problem in