1

Chapter 1

THE PROBLEM AND ITS BACKGROUND

This chapter presents the background of the study, statement of the problem,

significance of the study, scope and limitation, conceptual framework, and the definition

of terms.

Background of the Study

Mathematics is the science that deals 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 (Hom, 2013). We encounter math in

our everyday life but not everyone has a good experience and perception about it that

leads to their anxiousness to it.

Anxiety encompasses several disorders that include nervousness, fear,

apprehension, and worrying. These disorders affect how we feel and behave and they can

manifest real physical symptoms (Strawderman, 2013). Math anxiety is defined as feeling

of anxiety that one cannot perform efficiently in situations that involve the use of

mathematics. Although it is mostly associated with academics, it can apply to other

aspects of life (Joseph, 2017). Math anxiety is an emotional problem, and it is

characterized by intense nervousness before and after math tests. This interferes with a

person’s ability to optimally do math problems, thus morphing into intellectual problem.

In most cases, math anxiety is the result of a previous embarrassing experience or

a moment of failure involving mathematics. This defers the person from believing in, let
 2

alone performing to, his full potential. A Stanford University study that was reported in

2012 found it might have a biological basis – elementary school children who became

anxious doing math showed greater fear, and lesser problem-solving skills, in brain scans

(Joseph, 2017).

Study also revealed that students’ performance much depends on math anxiety,

which means that the higher the score in math anxiety, the lower the score in math

performance and lower score in math anxiety cause higher performance in math

(Norhuda & Wahi, 2014).

Math is everywhere it is present almost in every aspect of our daily living. In line

with this, the primary objective of this study is to know the relationship of math anxiety

and performance of selected Accountancy, Business and Management (ABM) students

since most of their subjects are math related. The researchers chose to conduct this study

because of their observations and experiences regarding their math performance related

to their math anxiety.

Statement of the Problem

This study seeks to know the relationship between math anxiety and the academic

performance in math of the selected Accountancy, Business and Management (ABM)

students.

Specifically, the researchers would like to answer the following questions.

1. What is the level of math anxiety of the students?

2. What is the respondents’ performance in math?

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3. What is the relationship between math anxiety and performance of selected

Accountancy, Business and Management (ABM) students?

Hypothesis

The stated hypothesis below was tested at 0.05 level of significance.

There is no significant difference between math anxiety and performance of the

selected Accountancy, Business and Management (ABM) students.

Significance of the Study

The researchers believed that this study is beneficial to the following:

The Students. This study could help the students in becoming more aware of the

relationship of their math anxiety to their performance in mathematics. Having

knowledge about this matter could help them do preventive measures to avoid low grades

in math.

The Teachers. This study could help teachers most specifically the math teachers in

handling students with math anxiety for the students to have better performance in class.

The Parents. This could help the parents to become aware of the relationship of math

anxiety on the performance in mathematics of their children, thus would allow them to o

preventive measures or consult an expert to boost the confidence of their children that

could lead to better academic performance.

The Guidance Counselors. This study could help the guidance counselors to be aware of

the relationship of math anxiety on the performance in mathematics of the students, thus
 4

would allow them to do preventive measures by conducting seminars or programs that

could help the students having low academic performance because of math anxiety.

The School Administrators. This could help the school administrators in approving

programs or events in the school that could help the students who have math anxiety.

The Future Researchers. Future researchers could use this study as a basis of

knowledge regarding math anxiety and its relationship to the performance in math of the

students.

Scope and Limitation

This study focuses on the relationship between math anxiety and performance of

the selected Accountancy, Business and Management (ABM) students in Rogationist

College School Year 2017 - 2018. The respondents of this study are selected students

from Accountancy, Business and Management (ABM) strand who have math anxiety.

The study will only be conducted within Rogationist College and the coverage date will

be within the 1st Semester of School Year 2017-2018.

This study covers only the relationship of math anxiety of the students and their

performance as well as the level of math anxiety of the respondents. This study will not

include the factors that cause the students to have math anxiety as well as its effect or

relationship to the other aspects of students’ performance. This study will not include the

mathematical skills of the students, academic performance in other subjects, study habits

and other anxiety problems. The participants of this study will not include students from

STEM, HUMSS and GAS. This study will not go over the stated coverage date.
 5

Conceptual Framework

INPUT PROCESS OUTPUT

The relationship

between math

- A questionanaire anxiet and

Math anxiety
to determine the performance of the

level of math selected

Performance in
anxiety of the Accountancy,
math
students Businesss and

Management

(ABM) students.

Figure 1.1 Framework of the Study

The paradigm above shows the variables considered for the study of the

relationship between math anxiety and performance of the selected Accountancy,

Business and Management (ABM) students. In the independent variable are inputs or

their math anxiety and performance in math. The process includes a questionnaire to

determine the level of math anxiety of the students. The dependent variables or the output

is the relationship between math anxiety and performance of the selected Accountancy,

Business and Management (ABM) students.

 6

Definition of Terms

Academic Performance. Academic Performance is measured by the final grade earned

in a specific subject. It is the percentage of marks obtained by the pupils on a specific

subject (IGIGlobal.com, 2017).

Accountancy, Business and Management. This strand focuses on learning the basic

concepts of business and learning associated skills in other related fields like finance,

management, corporate and operations. This is a flexible course allowing you to study the

fundamentals of accounting and business management with the option to the focus more

deeply. This course will prepare you for a career in Management Accountancy,

Management Consultancy, and Business Management.

Anxiety. Anxiety encompasses several disorders that include nervousness, fear,

apprehension, and worrying. These disorders affect how we feel and behave and they can

manifest real physical symptoms (Strawderman, 2013).

Math Anxiety. Math anxiety is an emotional problem, and it is characterized by intense

nervousness before or during math tests. This interferes with a person’s ability to

optimally do math problems thus morphing into an intellectual problem (Joseph, 2017).
 7

Chapter 2

REVIEW OF RELATED LITERATURE

This chapter presents a brief discussion of related literature and studies. These

works are selected by the researchers from available materials like online journals,

articles, and books. The presentation is divided by subtopics and the synthesis shows the

direct bearing of the previous works to the present works.

Mathematics

Math is part of our everyday living and having knowledge about it is essential in

any field. Mathematics is a language all its own. It is full of definitions, vocabulary,

symbols and notations that students must know in order to perform well in mathematics.

Mathematics as defined by yourdictionary.com, is ”the group of sciences (including

arithmetic, geometry, algebra, calculus, etc. dealing with quantities, magnitudes, and

forms and their relationships, attributes, etc., by the use of numbers and symbols.”       

As indicated by the most recent Gallup youth study directed in 2004 as referred to

by (Saad, 2005), the subject that the young people find most troublesome in school is

mathematcis. Consequently, it is not shocking how the subject has the most minimal

performance rate. Studies' earlier negative encounters in math class and at home when

learning math are regularly exchanged and cause an absence of comprehension of

mathematics.

Math, more than any other subject, engenders anxiety and avoidance in students.

Although experiencing some insecurity about school subjects is normal, for some
 8

students the anxiety about math can be extreme and can hamper performance. The

anxious student, convinced of his or her inability to do math, might avoid the subject or

put forth little effort, leaving significant gaps in his or her math development. Difficulty

mounts as he or she confronts more advanced skills, causing further anxiety and

avoidance. What begins as a mild case of math avoidance turns into a severe case of math

anxiety. The student abandons his or her efforts to understand and becomes preoccupied

with obtaining the right answer (Shore, 2017).

Anxiety

Anxiety is a feeling portrayed by sentiments of damage, stressed contemplations

and physical changes like expanded circulatory strain. Individuals with nervousness issue

as a rule have repeating interfering concerns. They may move away from certain

circumstances out of stress. They may likewise have physical indications, for example,

sweating, trembling, dazedness or a quick pulse. Tension includes a few issue that initiate

anxiety, dread, trepidation, and stressing. These disorders affect how we feel and behave,

and they can manifest real physical symptoms. Anxiety can interfere with the brain’s

“working memory”. This type of memory allows the mind to hold onto several different

pieces of information at once. In people with high math anxiety, just anticipating doing

math turned on areas in the brain associated with pain. In other words, math anxiety is

capable of hurting our brain.

Many issues can trigger anxiety. It might be the anticipation of moving to a new

city, of confronting some bully or of remembering your lines on stage during the

performance of a play in front of an auditorium full of strangers. But even among

 9

academic subjects, researchers’ note, when it comes to anxiety, math seems special.

Anxiety can range from being mild to being severe that has a serious impact on normal

everyday life.

Most of the time, we encounter students who dislike Mathematics. This type of negative

feelings towards the said subject may be attributed to what we call “Math anxiety”.

Feelings of disgust against Mathematics may be a manifestation of fear of it. Hating it by

someone may be his or her defense mechanism because he or she is afraid of it on the

subconscious level.

Math Anxiety

According to Mark H. Ashcraft, Ph.D. (2002), Math anxiety is a feeling of

tension, apprehension, or fear that interferes with math performance. 

Previous research suggests that highly anxious math students will avoid situations in

which they have to perform mathematical calculations. Unfortunately, math avoidance

results in less competency, exposure and math practice, leaving students more anxious

and mathematically unprepared to achieve. In college and university, anxious math

students take fewer math courses and tend to feel negative towards math (Ashcraft,

2002). 

In a study, conducted by Bilbase and Shashidar (2010) in a study entitled

“Images, Anxieties and Attitudes Toward Mathematics” said that there could be various

reasons for fear of the subject mathematics. ’Strawderman, (as cited in Bilbase and

Shashidar, 2010) proposed three domains to study mathematics anxiety:

social/motivational domain, intellectual/educational domain, and

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psychological/emotional domain. Bilbase and Shashidar (2010) clarified that the

social/motivational domain includes those forces that act upon a person through the

agencies of family, friends, and society as a whole.  The authors described that the

intellectual/educational domain is comprised of those influences that are cognitive in

nature. According to them, these cognitive influences include but are not limited to, the

knowledge and skills an individual has and or is expected to acquire and his or her

perception of success or failure in them. The authors explained that the

psychological/emotional domain is formed by the faculties that are affective in nature.

They continued that it is largely comprised of the individual’s emotional history,

reactions to stimuli, and arousal states. Hence, the researchers said that the continuum

associated with this domain is feelings wherein at either end of the feelings continuum lie

anxiety and confidence.

Bilbase and Shashidar (2010) continued that the images in the classrooms

and the means of teaching may have a significant impact on shaping the attitude towards

mathematics. They proposed that another thing that may affect a child’s perception of

mathematics is the attitude of the parents toward the subject. They said that most likely,

parents that show negativity towards mathematics will give the child a negative attitude

of it - this shows how much parental encouragement is important in a child’s learning.

They also added that anxieties and attitudes play significant role in learning mathematics.

        Part of these attitudes is a child’s interest in mathematics, which is fear’s

counterpart. According to an article written by Prakash (2011) that was published in

preservearticles.com, interest, in Latin, means, “it matters” or “it concerns.”  He said that

interest may refer to the motivating force that drives the individual to attend to a person,
 11

an object or an activity. He added that interest might be the cause of an activity and the

result of participation in the activity. According to him, people “tend to attended to such

objects that interest them.”

        Prakash(2011) continued that interest might not be the same for everybody. He

said that our interests are governed by our drives, motives and emotions, but mostly our

instincts. An example he offered was the instinctive interest of teenagers in clothes or

appearance may be due to their drive to attract members of the opposite sex.

        Hidi (2011) in his study stated that our preference in processing certain types of

information is determined by our interest most of the time. She continued that our

interests can also affect our cognitive functions and learning. She proposed that there is a

huge difference in psychological and physiological processes when the information

received is interesting or not. She further said that there are unique aspects not present

when processing uninteresting information.

Paris and Turner as cited in (Keiff, 2005), said that interest plays an important

role in motivating students to study. If the learner has an interest in the subject matter, it

is more likely that the learner will engage into a good study habit that will help the

student expand the knowledge at hand.

According to Kizlik (2012), study habits are different for everybody. A studying

strategy may be effective for one but entirely of no use to another student. However the

study habit fit for one can help the student in different ways. To name one, with

continuous study habits, study skills develop and they create a more effective
 12

understanding about the topic. Study habits can also improve the learning and

understanding about the subject, and thus, the grades.

In the study conducted by Ning and Downing (2010), the relationship  between

learning experience and study behaviour on the students’ performance was studied. The

researchers tested their hypothesis by a survey given to 396 students from a university in

Hongkong. They tested the students’ study habits in terms of Concentration, Time

Management, Self-testing, Study Aids, Information Processing, Selecting Main Ideas,

Test Strategies, Anxiety, Attitude and Motivation. From the information obtained, Ning

and Downing (2010), discovered a positive relationship between the variables. Aspects

like motivation and study strategies in study behavior were also discovered to be of

importance to the current academic performance. Despite the wide range of psychological

area being studied, the research, however, is limited in scope as it just studies students

from a single university.

Academic performance in Mathematics

Students who are struggling with mathematics anxiety have little confidence in

their mathematical ability, which in turn can negatively affect the actual performance in a

math class. They also tend to take the minimum number of required mathematics

subjects. This tendency greatly limits their career options after graduation. “This is

unfortunate especially as society becomes more reliant on mathematical literacy”

(Scarpello, 2005).
 13

Belleta (2008), who concluded that high anxiety, can cause the academic

performance in mathematics to decrease. This means that having high level of math

anxiety can trigger poor mathematics performance.

Abinales et al (2013), found out that Mathematics anxiety is negatively correlated

to mathematics performance. This implies that if anxiety gets lower, performance tends to

get higher and if the anxiety level is high, their performance gets lower.

Pourmoslemi, Erfani, and Firoozfar (2013), stated that there is a high relationship

between mathematics anxiety and the gender of the respondents. On the other hand,

Karimi and Ventakesan (2009) found out that mathematics anxiety is the outcome of low

self- esteem and fear of failure which results to some physiological and mental

irregularities such us sweaty palms, stomach difficulty relating to nervousness, breathing

difficulty and the loss of the ability to concentrate. This can also cause one to forget and

lose one’s self- confidence.

Usually math anxiety stems from unpleasant experiences in mathematics.

Typically math phobic persons have had math presented in such a fashion that it led to

limited understanding. Unfortunately, math anxiety is often due 2to poor experiences in

math which typically leads to math anxiety. When one tries to memorize procedures,

rules and routines without much understanding, the math is quickly forgotten and panic

soon sets in (Russell, 2017).

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Synthesis

Math anxiety is a feeling of tension, apprehension, or fear that interferes with

math performance.  Previous research suggests that highly anxious math students will

avoid situations in which they have to perform mathematical calculations. Unfortunately,

math avoidance results in less competency, exposure and math practice, leaving students

more anxious and mathematically unprepared to achieve. In college and university,

anxious math students take fewer math courses and tend to feel negative towards math

(Ashcraft, 2002). 

Many studies have been conducted regarding math anxiety like the study of

Karim and Verkatesan (2009), who studied the relationship of Mathematics anxiety and

mathematics performance and overall academic performance. The only difference of this

study is that it does not focus to know the relationship of mathematics anxiety on the

overall academic performance of the students. This study was also different form the

study of Pourmoslemi, Erfani, and Firoozfar (2013), who studied the relationship of

mathematics anxiety and the gender of the respondents.

Mathematics anxiety was described as emotional state caused by negative

experiences related to mathematics, and some personal factors. This research is similar to

some of the studies cited which aimed to determine the level of mathematics anxiety and

mathematics performance. However, this study focused on the correlation of mathematics

 15

anxiety and mathematics performance of the G12 Accountancy, Business, and

Management students.

Chapter 3

METHODOLOGY

This chapter is a comprehensive description of the methods and procedures used

in conducting the research. Included in this chapter are the following: (a) Research

design; (b) Respondents of the Study; (c) Research Locale; (d) Instrumentation; (e)

Procedure; and (f) Statistical treatment of Data.

Research Design

This study was carried out with a descriptive design particularly correlation

research design. Descriptive research is a design in which the emphasis is on determining

the frequency with which something occurs or the extent to which two variables covers.

Descriptive research methods are used when the researcher wants to describe specific

behavior as it occurs in the environment. There are a variety of descriptive research

methods available, and once again, the nature of the question needs to be answered drives

which method is used (Coleston, 2011).

As mentioned by Waters (2017), correlation research design is used when you

have two quantitative variables from the same group of respondent and trying to

determine if there is relationship between two variables. Theoretically two quantitative

 16

variables from the same group of respondents can be correlated as long as it has

numerical scores in these variables from the same participants.

The advantages of Descriptive research are, first, being able to use various forms

of data as well as incorporating human experience. Second, it gives researchers the ability

to look at whatever they are studying in so many various aspects and can provide a bigger

overview as opposed to other forms of research (Joynson, 2014)

Respondents of the Study

The respondents of the study were the Grade 12 Accountancy Business and

Management students of Rogationist College Senior High School Department. To

determine the qualified respondents for this study, the researchers used Purposive

Sampling Technique.

According to Oliver (2006), purposive sampling technique is a form of

nonprobability sampling in which decisions concerning the individuals to be included in

the sample are taken by the researcher, based upon a variety of criteria which may

include specialist knowledge of the research issue, or capacity and willingness to

participate in the research.

The total population of Senior High School students is seven hundred four (704),

out of this total population the researchers got one hundred ninety-nine (199) total

samples. The researchers chose all the Grade 12 ABM students because of the relevance

of their study to the strand Accountancy Business and Management which has math

related subjects like accounting and general mathematics.

Research Locale
 17

This study was conducted in Rogationist College Senior High School Department,

located at Km. 52 Aguinaldo Highway, Lalaan 2nd, Silang, Cavite. The classrooms of all

Grade 12 ABM students can be found in Fr. Vitale building. The researchers chose this

institution because the researchers are currently studying in this institution, through the

finding of the study, the guidance and counseling office then will be aware of the

relationship of math anxiety and performance of the students and that would give them

the idea of doing programs or seminar to address this problem.

Instrumentation

The researchers used a survey questionnaire to assess the mathematics anxiety.

This was adapted from revised mathematics anxiety rating scale (RMARS) of Beleta

(2008).

The questionnaire was composed of 20 statements that focus on the academic

situations where mathematics anxiety could interfere. Each statement was rated by the

respondents from one to five, one (1) as not at all anxious, two (2) as a little anxious,

three (3) as moderately anxious, four (4) as pretty much anxious, and five (5) as very

anxious.

Table 1.
Interpretation of level of Math Anxiety
Description Interpretation Numerical Range
Strongly agree with the
Very high anxiety 4.01-5.00
statement
High anxiety Agree with the statement 3.01-4.00
Moderate anxiety Not sure about the statement 2.01-3.00
Low anxiety Disagree with the statement 1.01-2
Very low anxiety Strongly agree with the 1
 18

statement

The Math performance of ABM students were based on their mathematics grades

during the academic year 2016-2017

Table 2.
Interpretation of the Math Performance

Grade Level of Interpretation

Proficiency
The pupil at this level exceeds the core
requirements in terms of knowledge, skill and
90% and Above Advanced (A) understanding, and can transfer them
automatically and with flexibility through
authentic performance tasks.
The pupil at this level has developed the
fundamental knowledge and skill and core
85-89 % Proficient (P) understanding, and can transfer them
independently through authentic performance
tasks.
The pupil at his level has developed the
fundamental knowledge and skills and core
80- 84 % Approaching understandings and, with little guidance from
the teacher and/or with some assistance from
Proficiency (AP) peers, and transfer these understandings
through authentic performance tasks.
The pupil at this level possesses the minimum
knowledge and skill and core understandings
75-79 % Developing (D) but needs help throughout the performance of
authentic tasks.
The pupil at this level struggles with his/her
understanding: prerequisite and fundamental
74% and below Beginning (B) knowledge and/or skill have not been
acquired and develop adequately to aid
understanding.
 19

Procedure

The researchers had undertaken various steps in collecting the data needed for the

study. First, the researchers asked the approval of the study from their practical research

teacher. In determining the respondents of the study, the researchers utilized purposive

sampling technique having all the Grade 12 ABM Senior High School students as their

respondents. The questionnaire that was utilized in the study was adapted by the

researchers from the study of Melo et. al. (2017). The questionnaire was administered to

the respondents of the study with the authorization from the principal. All personal

information gathered remained confidential. A permission letter was given to Fr. Danny

Monataña, RCJ for the copy grades of G12 ABM students during their scholastic year

2016-2017. To get the different information needed in the study the researchers visited

different websites. The next step in gathering the date is the presentation, analysis, and

interpretation of data. It was determined by the Statistical Technique suggested by a

mathematics teacher.

Statistical Treatment

The following statistical tools were utilized for analyzing and gathering data:

Percentage. Percentage is used to determine the potential of mathematics anxiety and

mathematics performance of the pupils given the formula:

f
P=( )(100)
n

Where:
 20

P = Percentage

F = Frequency

N = Total number of respondents

Arithmetic mean. Arithmetic mean was used to determine the mathematical anxiety and

mathematics performance given the formula:

x́=
∑x
n

Where:

X = Mean

∑ x = Summation of all the scores

N = number of respondents

Pearson Product Moment Correlation. Pearson Product Moment Correlation was used

to determine the significant relationship of mathematics anxiety and mathematics

performance.

N ∑ XY −( ∑ X)( ∑ Y )
r=
2 2

√[ ( X)
∑ X − ∑N
2
][ ( X)
∑ X − ∑N
2
]

Where:

R = Correlation between X and Y

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X = Level of mathematics anxiety

Y = Level of mathematics performance

N = Number of observations

The interpretation of Pearson Product Moment Correlation r is shown in Table 3.

Table 3.
Interpretation of Pearson Product Moment Correlation r
R Qualitative Description
±1 Perfect Correlation between Mathematics Anxiety and Mathematics

Performance
± 0.81−± 0.99 Very High Correlation between Mathematics Anxiety and

Mathematics Performance
± 0.61−± 0.80 High Correlation between Mathematics Anxiety and Mathematics

Performance
± 0.41−± 0.60 Moderate Correlation between Mathematics Anxiety and

Mathematics Performance
± 0.21−± 0.40 Love Correlation between Mathematics Anxiety and Mathematics

Performance
± 0.01−± 0.20 Very Low Correlation between Mathematics Anxiety and

Mathematics Performance
0 No Correlation between Mathematics Anxiety and Mathematics

Performance

T – Test. The t-test is used to test the significance of r with formula:

 22

N −2
t=r √
√ 1−r 2

Where:

T = T-test value

R = Computer correlation coefficient

N = Total number of the respondents

Chapter 4
 23

RESULTS AND DISCUSSION

This chapter presents the analysis and interpretation of data gathered from the

respondents. The data are illustrated in tabular form to answer questions raised in the first

quarter.

Problem 1. What is the level of math anxiety of the students?

The level of math anxiety of the students is shown in Table 4.

Table 4.
Math Anxiety of ABM Students
Anxiety Frequency Percentage
Very High 2 2.15%
High 14 15.05%
Moderate 56 60.22%
Low 21 22.58%
Very Low 0 0%
TOTAL 93 100%

Table 4 shows that 60.22% of the students have moderate mathematics anxiety.

This indicates that majority of the ABM students sometimes experience mathematics

anxiety. 22.58% of the respondents experience low mathematics anxiety while 15.05%

experience high mathematics anxiety. Meanwhile, 2.15% of the respondents experience

very high mathematics anxiety. Lastly, none of the respondents have very low math

anxiety.

These results imply that most of the Accountancy, Business and Management

students sometimes experience math anxiety. This can be attributed to the perception on

mathematics and negative experience on the said subject. It means that students
 24

sometimes do not have enough confidence to perform mathematics task. This result was

somehow the same from the finding of Abinales et al (2009), who assert that students

sometimes experience math anxiety.

Problem 2. What is the respondents’ performance in math?

The respondents’ performance in math is shown in Table 5.

Table 5.
Performance in Math of ABM Students

Performance Frequency Percentage Description

90 and Above 17 18.28% Advanced (A)
85 – 89 29 31.18% Proficient (P)
Approaching
80 – 84 28 30.11%
Proficiency (AP)
79 and Below 19 20.43% Developing (D)
Total 93 100%
Approaching
Mean 84.20
Proficiency (AP)

Table 5 shows the performance of Accountancy, Business and

Management students in terms of mathematics which was based on their final grade when

they were in grade 11. The table shows that only 18.28% have a grade of 90 and above

which means they are advanced while 20.43% have a grade of 79 and below which

means they are developing. In addition, 30.11% of the respondents have a grade of 80-84

which means they are approaching proficiency and lastly, 31.18% have a grade of 85-89

which means they are proficient. This finding was in line with the most recent Gallup

youth study directed in 2004 as referred to by (Saad, 2005), the subject that the young
 25

people find most troublesome in school is mathematcis. Consequently, it is not shocking

how the subject has the most minimal performance rate. Studies' earlier negative

encounters in math class and at home when learning math are regularly exchanged and

cause an absence of comprehension of mathematics. What begins as a mild case of math

avoidance turns into a severe case of math anxiety. The student abandons his or her

efforts to understand and becomes preoccupied with obtaining the right answer (Shore,

2017).

Previous research suggests that highly anxious math students will avoid

situations in which they have to perform mathematical calculations. Unfortunately, math

avoidance results in less competency, exposure and math practice, leaving students more

anxious and mathematically unprepared to achieve. In college and university, anxious

math students take fewer math courses and tend to feel negative towards math (Ashcraft,

2002). 

Problem 3. What is the relationship between math anxiety and performance of selected

Accountancy, Business, and Management (ABM) students?

The result of computed correlation and the hypothesis testing is shown in table 6.

Table 6.
Relationship between Math Anxiety and Performance
Variables Pearson Interpretation Computed t Tabular t Decision Interpretation

R (α = 0.05)
Mathematics -0.22 Low ±2.15 1.96 Reject Significant

Anxiety Correlation Ho
 26

Mathematics

Performance

Using Pearson Product Moment Correlation (r), the researchers found out that the

relationship between mathematics anxiety and mathematics performance was -0.22 which

means that there is a negatively low correlation between the two variables. This implies

that the ABM students having low anxiety in mathematics do not necessarily have high

performance in mathematics and those who have high anxiety in mathematics do not

necessarily have low performance in mathematics.

Moreover, to test if the said relationship is significant the t-test was obtained with

the value of -2.15. This signifies that the hypothesis was rejected at 0.05 level of

significance. Therefore, there is a significant relationship between mathematics anxiety

and mathematics performance.

This finding was in contrast to the finding of Belleta (2008), who concluded that

high anxiety can cause the academic performance in mathematics to decrease. Thus, the

finding disagree with the norm that students with low anxiety have the tendency to have

higher academic performance and students with high anxiety have the tendency to have

lower academic performance

 27

Chapter 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter includes the summary of the study conclusion and recommendations.

This study aimed to find out if there is a significant relationship between

mathematics anxiety and mathematics performance of the selected grade12 Accountancy,

Business, and Management students. Researchers presented the problems particularly

about the levels mathematics anxiety and levels of their performance, and the relationship

between them.

A survey questionnaire adapted from the revised mathematics anxiety rating scale

(RMARS) of Beleta (2008) was utilized to assess the level of mathematics anxiety of the

students. For the mathematics performance the researchers asked for the final grade from

the previous year of the grade 12 Accountancy, Business, and Management students in

the registrar.
 28

Level of mathematics anxiety was determined using the weighted mean,

frequency count and percentage for the results; it was found out that there were a greater

number of students with moderate anxiety followed by low level of anxiety and high

anxiety. There were only two respondents who have high level of mathematics anxiety

and there were no students who have very low mathematics anxiety.

For the level of performance of the students in mathematics, mean was utilized to

arrive with the result. It appears that most students are in the level of approaching

proficiency with 84.20 mean.

Using Pearson Product Moment Correlation, the existing relationship between the

anxiety and performance was low with -0.22 correlation. This implies that there is a

negative correlation between the variables if the anxiety level is high, the performance is

low and vice versa. Using the t-test, the stated hypothesis was rejected. Thus, there is a

significant relationship between mathematics anxiety and performance.

Conclusions

The researchers have determined that majority of the respondents have medium

level of mathematics anxiety. It means that they sometimes feel anxious with

mathematics which can be seen at different classroom situations.

In general, the respondents are in the level of approaching proficiency in

mathematics. This implies that the respondents have developed the fundamental

knowledge and skills and core understandings and, with little guidance from the teacher

and/or with some assistance from peers, and transfer these understandings through

authentic performance tasks.

 29

Mathematics anxiety is negatively correlated to mathematics performance. This

implies that if anxiety gets lower, performance tends to get higher and if the anxiety level

is high, their performance gets lower.

Recommendations

The Students. The researchers recommends to the students to put more focus and

importance in their performance not just in mathematics but also in other subjects that

they have in order to prevent further severe problems like having low grades due to

anxiety and other factors.

The Teachers. The researchers recommends to the teachers to make classroom setting

even more interesting for their students in order for the students to become more engaged

in classroom discussion most specifically in mat h classes where most students are having

difficult time of understanding lessons.

The Parents. The researchers recommends to the parents to encourage their children to

even study harder in their math lessons and make them feel that studying math subject or

lessons is just easy if they will put affort in trying to understand it.

The Guidance Counselors. The researchers recommend to the guidance counselors to

conduct some intervention programs to address the problems of the students regarding

their anxiety in mathematics in order to prevent future unwanted incident like poor

mathematics performance.

The School Administrators. The researchers recommend to the School Administrators

to promote some programs that would address the problems of the students who have

math anxiety.
 30

The Future Researchers. The researchers recommend to the future researchers to study

other factors related to Math anxiety that has a relationship to their academic

performance.

REFERENCES

Bilbase, Shashidhar (2010). Images, Anxieties and Attitudes Toward Mathematics.

Retrieved September 1, 2017, from Educational Resources Information Center.
ED513587

Hidi, S. (2011). Interest and its Contribution as a Mental Resource for Learning. Sage
Journals. Retrieved September 1, 2017, from www.sagepub.com

Keiff, J. Creating an Interest in Learning Science. Questia. Retrieved September 1, 2017,

from www.questia.com

Kizlik, B. (2012). How To Study and Make the Most of Your Time. Effective Study
Skills. Retrieved September 1, 2017, from http://www.adprima.com/studyout.htm
Ning, H.K, Downing, K. (2010). Connections Between Learning Experience, Study
 Behavior and Academic Performance: A Longitudal Study. Retrieved September 1,
2017, from Taylor         and Francis Online        

Prakash, J. Contribution of Attention and Interest in Learning Science. Retrieved

September 1, 2017, from preservearticles.com

Saad, L (2005). Math Problematics for US Teens. Retrieved September 1, 2017, from
Gallup: www.gallup.com
 31

Stites, Janet. "Running the numbers." Retrieved September 1, 2017, from Omni Apr.
1993: 34+. Gale Power Search
Smith, Sidney (1997). “Coping with Math Anxiety.”  Building on the Platonic Realms.
Retrieved September 1, 2017, from http://www.mathacademy.com/pr/minitext/anxiety/.
 32

APPENDIX A: LETTER FOR GRADES

 33

APPENDIX B: RESEARCH QUESTIONNAIRE

Rogationist College · Senior High School Department

St. Anthony’s Boys’ Village · Lalaan 2, Silang, Cavite, Philippines, 4118
Telephone: (046) 414 0448 · (046) 414 0125

Dear Correspondents,

Good Day!
We, Alcaraz, Kim Bryan, Fenol, Hannah Mae, Ibanez, AJ Louise, Turda, Angelika Joy of
Grade 12- Saint Cecilia of the Accountancy, Business, and Management (ABM) strand is
conducting a study entitled “THE RELATIONSHIP BETWEEN MATH ANXIETY AND
PERFORMANCE OF THE SELECTED ACCOUNTANCY, BUSINESS AND
MANAGEMENT STUDENTS OF ROGATIONIST COLLEGE SENIOR HIGH SCHOOL
DEPARTMENT SCHOOL YEAR 2017 – 2018”. In line with this, we would be distributing
questionnaires as a method in gathering the data needed for the study. We would like to
ask for your cooperation to honestly fill out what is being asked below. Thank you very
much, may the Lord be your blessing.
Respectfully yours,
The Researchers
34
 35

APPENDIX C: CURRICULUM VITAE

Kim Bryan A. Alcaraz

Pansol st. Brgy. Toledo Silang, Cavite
Contact Number: (0905) 1742438

PERSONAL DATA

Age: 17 years old

Birthday: December 09,1999
Gender: ale
Civil status: Single
Nationality: Filipino
Religion: Roman Catholic
Language Spoken: English, Filipino

EDUCATIONAL BACKGROUND

Secondary Education: Rogationist College

Km 52, Aguinaldo Highway, Lalaan II,
Silang, Cavite
 36

2012-2016

Primary Education: Malabag Elementary School

Silang Cavite
2006-2012

I hereby certify that the above information is true and correct to the best of my
knowledge and beliefs.

Kim Bryan A. Alcaraz

HANNAH MAE J. FENOL
116 Del Pilar Street, brgy. 5, Alfonso, Cavite
Contact Number: (0927) 6751499

PERSONAL DATA

Age: 17 years old

Birthday: March 25, 2000
Gender: Female
Civil status: Single
Nationality: Filipino
Religion: Roman Catholic
Language Spoken: English, Filipino

EDUCATIONAL BACKGROUND

Secondary Education: Rogationist College

Km 52, Aguinaldo Highway, Lalaan II,
Silang, Cavite
 37

2012-2016

Primary Education: 21st Century Private Academy

Abu Dhabi, U.A.E.
2006-2012

I hereby certify that the above information is true and correct to the best of my
knowledge and beliefs.

Hannah Mae J. Fenol

AJ Louise N. Ibanez
108 Capass Street 9th Avenue Caloocan City
Contact Number: (0977) 836 6858

PERSONAL DATA

Age: 17 years old

Birthday: November 13, 1999
Gender: Male
Civil status: Single
Nationality: Filipino
Religion: Catholic
Language Spoken: English, Filipino

EDUCATIONAL BACKGROUND

Secondary Education: Rogationist College

Km 52, Aguinaldo Highway, Lalaan II,
Silang, Cavite
 38

2012-2016

Primary Education: Francisco de castro Elementary School

G. M. A Cavite
2009-2012

I hereby certify that the above information is true and correct to the best of my
knowledge and beliefs.

AJ Louise N. Ibanez
Angelika Joy M. Turda

128 Lebron James Drive St. Martin Subdivision Silang, Cavite

Contact Number: (0977) 836 6858

PERSONAL DATA

Age: 17 years old

Birthday: March 1, 2000
Gender: Female
Civil status: Single
Nationality: Filipino
Religion: Born Again
Language Spoken: English, Filipino

EDUCATIONAL BACKGROUND

Secondary Education: Rogationist College

Km 52, Aguinaldo Highway, Lalaan II,
 39

Silang, Cavite
2012-2016

Primary Education: Fr. Luigi Caburlotto School

Amadeo Cavite
2009-2012

I hereby certify that the above information is true and correct to the best of my
knowledge and beliefs.

Angelika Joy M. Turda