Final Thesis2.2

ST.
AUGUSTINE SCHOOL OF NURSING LIPA
.Relationship between Mathematics Anxiety and Self-Efficacy Belief

of selected Grade 12 HUMSS students in the St. Augustine School of
Nursing Lipa Campus
A Thesis Presented to the

Academic Faculty of
St. Augustine School of Nursing Lipa
In Partial Fulfilment of the Requirements

For The Subject of
Inquiries, Investigation and Immersion (RSCH112)
Science, Technology, Engineering, and Mathematics
By;
Alzate, Mark Angelo
Ayala, Morissette, P.
Castillo, Christine Joy
Cunanan, Ysrael C.
Dumas, Maris
Villanueva, Arvin Christian
Villaruel, Trixia Mae
ST. AUGUSTINE SCHOOL OF NURSING LIPA
APPROVAL SHEET
This research paper entitled “RELATIONSHIP BETWEEN MATHEMATICS
ANXIETY AND SELF-EFFICACY BELIEF OF SELECTED GRADE 12 HUMSS
STUDENTS IN THE ST. AUGUSTINE SCHOOL OF NURSING LIPA
CAMPUS” prepared and submitted by Alzate, Mark Angelo B., Ayala,
Morissette, P., Castillo, Christine Joy A. Cunanan, Ysrael C., Dumas, Maris P.,
Villanueva, Arvin Christian O., Villaruel, Trixia Mae in partial fulfillment of the
requirements for the subject, Practical Research III, has been examined.
___________________________
CHERRIE ANNE M.
LAT
Thesis Adviser
Approved on Oral Examination with the grade of ____________________
_________________________
LILIBETH B. MENDOZA
Chairman
_________________________
________________________
MR. DENNIS MABILING MS.
TRIXIA JOY REYES
Panel Member Panel Member
Accepted and approved in partial fulfillment of the requirements

for the subject Inquiries, Investigation and Immersion.
Date of Oral Examination __________________

_________________________
LILIBETH B.
MENDOZA
School Directress
ABSTRACT
TITLE: RELATIONSHIP BETWEEN MATHEMATICS ANXIETY

AND SELF-EFFICACY BELIEF OF SELECTED GRADE 12
HUMSS STUDENTS IN THE ST. AUGUSTINE SCHOOL
OF NURSING LIPA CAMPUS
RESEARCHERS:
Alzate, Mark Angelo
Ayala, Morisette, P.
Castillo, Christine Joy
Cunanan, Ysrael C.
Dumas, Maris
Villanueva, Arvin Christian
Villaruel, Trixia Mae
STRAND: Science, Technology, Engineering, and Mathematics
YEAR: 2020
THESIS ADVISER: Ms. Cherrie Anne M. Lat
INSTRUCTOR: Ms. Maridel A. Ilagan
This study entitled “Relationship between Mathematics Anxiety
and Self-Efficacy Belief of selected Grade 12 HUMSS students in the St.
Augustine School of Nursing Lipa Campus”. The purpose of the study is
to know the factors and its contribution to the relationship of
mathematics anxiety and self-efficacy belief of the selected grade 12

HUMSS students of SASN Lipa. The study used descriptive research
method to determine the hypothesis.
The researchers made survey questionnaire as the instrument in
gathering the data and it was interpreted, analysed and presented
using the frequency, ranking and weighted mean. Furthermore, the
profile of the respondents in terms of age, sex, grades in mathematics
(last semester) and variables of the study.
The respondents of the study were the 100 selected Grade 12
Humanities and Social Sciences students of St. Augustine School of
Nursing Lipa. This study showed that

CHAPTER 1
THE PROBLEM
Introduction
Mathematics is an indispensable subject in the curriculum not only in
the Philippines but also in other countries. It is a unique subject and a
fundamental part of the curriculum in the basic education system of the
Philippines, because as the saying from the elderly goes, “As long as you can
read, write and count you will never lose your way.” It clearly explains the
importance of Mathematics as a subject.
Aside from being part of the curriculum, there are two reasons why
Mathematics is important as being stated by Matt Bianco in 2015. The first
one is we need to study Mathematics because Math is everywhere. Math is
used in everyday life; it is useful, but it is more than just useful. Math is there
to help us, to keep us well ordered, to help us learn new things, and to help
us teach new things. Students will become adults who will use math in their
jobs. All kinds of careers use math; for example, musicians, accountants,
fashion designers, and mothers use math. However, math is not only used
for things you do. It also brings order to everything around you; the world is
organized essentially because it was made with math.

The second reason math is important is children need math. Now, as
we all know, children are as chaotic as a volcanic eruption, but children, as
they grow, need to learn patience. Patience is precisely what math teaches
us. It also teaches us curiosity; for example, why is this rule used here? Why
would that number be negative? Why is that equation set up like that? These
are questions they will learn to ask if they are taught math. The parents’ job
is to help their children grow up to become good people who are patient and
wise, who want to learn even more about anything and everything. Their
future depends on what they have learned and if they have learned
mathematics, then they will be able to do many different things maybe even
anything when they are adults.
But according to a research studies even from our own experiences as
well, Mathematics has been considered as the toughest subject being
studied by the students. According to the research study conducted by K.
Abdul in 2015, it shows that 88% of the Americans hated Mathematics. One
of the primary reasons why Mathematics has been considered as the
toughest subject is because of the attitude of the students towards teaches
the subject (edsys.in, 2018). Everything depends on one’s attitude towards
the subject in question. The student mindset plays an important role. If a
student thinks from the beginning that he will not be able to perform well in
the subject, he will end up developing a phobia towards Mathematics. This in
turn will affect his learning ability and performance. The positive attitude can
bring about a lot of difference. It will act as a confidence booster. It simply
means that the self-efficacy is one of the primary factors why students
considered Mathematics as the hardest subject. Because of that belief that
Mathematics is hard, “People feel tension, apprehension and fear of
situations involving math might have anxiety in the subject Yang (2014). This
tension that an individual usually feel towards mathematics is what we called
as Mathematics Anxiety. Math anxiety is defined as feeling of anxiety that
one cannot perform efficiently in situations that involve the use of
mathematics (anxiety.com)
Anxiety in Mathematics is easy to describe. This is manifested
through the feelings of discomfort and nuisance that some individuals
may encounter when having problems mathematics learning. “Feelings
of tension, apprehension and fright that disturbed the usual manipulation of
number and the solving of mathematical problems”, Ashcraft & Faust,
(2000).
At the end of this study, the researchers want to see the relationship of
self-efficacy to mathematics anxiety in order for us to create solution upon
changing the belief towards Mathematics as the hardest subject.

STATEMENT OF THE PROBLEM
The study aims to assess the Relationship between Mathematics
Anxiety and Self-Efficacy Belief towards Mathematics as Academic Difficulty
perceived by Grade 12 Students under Humanities and Social Science Stand
in St. Augustine School of Nursing Lipa Campus:
1. Profile of the Respondents’ based on:
a. Name (Optional)
b. Age
c. Sex
d. Grades in Mathematics Subject (Last Semester)
2. What is Mathematical Anxiety?
3. Factors causing Mathematical Anxiety:
3.1. Student Related Factors
3.2. Teacher Related Factors
3.3. Environment Factors
3.4. Parents Related Factors
4. How do the Respondents perceive Mathematics as a subject?
a. Easy
b. Average
c. Difficult
5. Is there a significant relationship between Mathematical Anxiety
and Self-efficacy Belief of students that mathematics is a difficult

subject as perceived by Grade 12 Students Humanities and Social
Science Strand of St. Augustine School of Lipa Campus?
6. What will be the output of the researchers about this study?
SIGNIFICANCE OF THE STUDY

The following are the people which researcher finding may be beneficial for:
Students. This research will be helpful to students to understand the
factors and causes of math anxiety. This will help them understand that
math isn’t a difficult subject.
Teacher. This study will help them to compose or construct activities
that will help the student to be more active and productive in the subject
matter. This will also help them to easily discuss the subject.
Parents. This research will be beneficial for the parents to understand
their children about their fear in mathematics subject. This will also help
them to identify the right manner to assess the child mathematical anxiety
and self-efficacy belief.
Future Researcher. This study will be beneficial to those who will
become researchers of the same topic in the future. The findings may serve
as reference source to their future study
SCOPE, LIMITATION AND DELIMITATION

The purpose of this study is to predict the relationship between
mathematics anxiety and self-efficacy belief towards mathematic as
academic difficulty perceived by grade 12 students under humanities and
social science strand in St. Augustine School of Nursing Lipa Campus.
The respondents of the study are selected from 100 Humanities and
Social Science Students of the SY 2019-2020 in the St. Augustine School of
Nursing Lipa Campus. The result and conclusion will be established by the
group of Grade 12 HUMSS and this will happen in the St. Augustine School of
Nursing Lipa Campus, Survey and questionnaires will serve for gathering
data and information.
The main focus of the study is determining why the HUMSS student
interprets Mathematics as Academic Difficulty. The researchers will also
determine the rate of mathematics anxiety and self-efficacy belief towards
Mathematics Subject of the HUMSS student to perceived Mathematics
Subject.
CONCEPTUAL FRAMEWORK
This study aims to understand the basic principles of Assessing the
Relationship Between Mathematics Anxiety and Self-efficacy belief towards
Mathematics as Academic Difficulty as perceived by Grade 12 Students
under Humanities and Social Science Strand under St. Augustine School of
Nursing Lipa Campus.
It shows different factors contributing to the Mathematics anxiety of
students. The four factors taken as independent variables were: students’
profile, teaching approaches, environment experience and the parents’
profile. The profile of the students included the name, age, sex and grades in
Mathematics subject. The teaching approach of the teacher was considered
one of the main factors that primarily contributed to the anxiety of the
students. To reduce the Math anxiety among students, a book compile of
activities composed of fun and productive way to learn and to teach
mathematics.
RESEARCH PARADIGM
INPUT PROCESS OUTPUT
1.Profile of the Respondents’ based

on:
1.1. Name (Optional
1.2. Age
1.3. Sex
1.4. Grades in Mathematics
Subject(Last Semester)
2.What is Mathematical Anxiety?
3. Factors causing Mathematical
Anxiety:
3.3.1. Teaching Learning The output of this
Environment research is a book
Survey
3.3.2. Home Environment that will propose
3.4. Parents Related Factor Questionnaire by the grade 12
4.How do the Respondents perceive Science,
Mathematics as a subject? Technology,
Easy Engineering and
Average Mathematics.
Difficult
5.Is there a significant relationship
between mathematics anxiety and
self-belief of students by Grade 12
Humanities and Social Sciences
Students of St. Augustine School of
Nursing Lipa?
6.What will be the output of the
researchers about this study?
DEFINITION OF TERMS
The terms that are written here in this section will be encountered in
other sections or chapters. The terms are written will be defined in
conceptual and operational definition. This will help the readers to
understand explanation and definition of this chapter.
Academic Difficulty. Is a personality characteristic that may
differentiate students who avoid challenging academic course work from
others who are willing to pursue different types of challenges. (Spridon
Kamtsios July 2012)
Academic hardiness is a personality characteristic that may
differentiate students who avoid challenging academic course work from
others who are willing to pursue these types of challenges. This is the kind of
personality that can help student to be more attentive and active in
academic course challenge and to help student to face his/her struggles.
Humanities and Social Sciences. Is defined by the Meriam-
Webster’s dictionary as a branch of science that deals with the institutions
and functioning of human society and with the interpersonal relationships of
individuals as members of society.
This strand covers a wide range of disciplines that delve into the
investigation and inquiry of the human conditions that uses empirical,
analytical, and critical methods of studying human behavior and societal

changes. Students pursuing college degrees on this strand will have a
deeper understanding of arts, culture, literature, politics, and society and
how the complex interplay of these facets help them appreciate individual
behavior and social group and the pressing issues corresponding them.
Mathematical Anxiety. Is defined as feeling of anxiety that one
cannot perform efficiently in situations that involve the use of mathematics,
an emotional problem and it is characterized by intense nervousness before
or during math tests (Andy Joseph, April 24,2017)
Mathematical Anxiety has been explained as feeling of tension and
disquietude that interfere with the employ of numbers and solving
mathematical problems in wide variation of ordinary life and academic
situations. Math anxiety can cause one to forgot and lose one's self-
confidence.
Prior Knowledge. Is defined as a multidimensional and hierarchical
entity that is dynamic in nature and consists of different types of knowledge
and skills. (Am J Pharm Educ. 2008).
Prior knowledge makes insight and predictions as easy as using a
database, by building infer-structure –infrastructure for inference. Veritable,
their predictive database, goes beyond traditional bid data analytics by
learning the deep structure of data and generating predictions that reflects
all these relationships.

Self-efficacy Belief. Can be defined as confidence in your own skin,
abilities or judgment is well known that self-belief can contribute to mental
well-being. Often those lack esteem are more susceptible to feeling low,
socially awkward, shy, ashamed and doubtful. (April-Rose Kennedy
December 2017).
Self-efficacy belief, in layman’s term self-confidence is the feeling or
capacity to trust ones’ abilities, qualities in work without fear or hesitation. It
is also known as self-esteem.

CHAPTER II
REVIEW OF LITERATURE
This chapter presents the conceptual and related literature which
provides information for the enrichment and better understanding of the
study. It forms the background and provides insights that help the
researchers conceptualize the framework necessary in the study.
Conceptual Literature
This section involves the conceptual literature which presents the ideas
and concepts used by the researchers in order to conceptualize ideas related
to the study.
Mathematical Anxiety
A pioneer in this field is Sheila Tobias, author of Overcoming Math
Anxiety (1978), who describes the concept as “the panic, helplessness,
paralysis and mental disorganization that are required to solve a
mathematical problem. “Tobias strongly believed that mathematics
avoidance was not a failure of an intellect but a failure of nerve. The concept
of math anxiety is mostly associated with the fields of academics, although it
can arise in other aspects of life.
The most general reason for math anxiety is a previous moment of
failure including mathematics. After such an experience, people have
difficulties to believe in their own abilities and are unable to reveal their full
potential. The risk of public embarrassment is another factor that can

contribute to math anxiety. For instance, students may cope very well with
the math task at home, but during a major test, or in the presence of other
people, they are likely to forget all mathematic formulas and rules.
According to “Mathematics Anxiety: What is known and What is still to
understood” published on the year 2019. Mathematics anxiety has been
defined as a ‘a feeling of tension and anxiety that with the manipulation of
numbers and solving of mathematical problems in … ordinary life and
academic situations’ (Richardson & Suinn 1972). Although ‘mathematics
anxiety’ is the usual term, it most commonly refers to anxiety about
numbers and arithmetic. Possibility the early term ‘number anxiety’ (Dreger
& Aiken,-1957) is a more accurate one. Most studies do not focus on anxiety
about non-numerical aspects of mathematics.
Mathematics anxiety is often treated as a single entity, but it consists
of more than one component; and this need to be taken into account, as
different components appear to have different relationship to performance.
In particular, Wigfield and Meece (1988) found two separate dimensions of
mathematics anxiety in elementary and secondary school pupils. There were
the cognitive and affective dimensions, similar to those they had been
previously identified in the area of test anxiety by Liebert and Morris (1967).
The cognitive dimension was labeled as ‘worry’ and is similar to what is
sometimes termed ‘performance anxiety’, involving concerns about how one
is performing and the fear of failure. The affective dimension was labeled as
‘emotionality’ and refers to emotions of fear, nervousness and tension with
their associated physiological reactions, which occur in the presence of
numerical stimuli, whether or not there is a threat of failure or evaluation.
According to Gerardo Ramirez and Sophia Yang, High levels of math
anxiety can severely undermine an individual’s ability to acquire the
mathematical knowledge needed for the 21st-century workplace (Hembree,
1990). Math anxiety is a persistent fear, tension, and apprehension related to
situations that require math. Individuals who are math anxious experience
intrusive worries that disrupt performance (Ashcraft & Kirk, 2001). These
worries manifest in everyday experiences as well as evaluative classroom
situations (e.g., taking a test, answering a question in front of peers, etc.).
Individuals who are math anxious also engage in avoidance behaviors that
lead them to take fewer math classes and participate in majors with fewer
math requirements (Hembree, 1990; LeFevre, Kulak, & Heymans, 1992) even
if they possess the math skills and course experience to be successful in
those majors. (Teacher Math Anxiety Relates to Adolescent Students’ Math
Anxiety)
Decades of research have led to a good understanding of the impact of
math anxiety among students, but we are only beginning to understand the
effects of math anxiety among teachers. One might expect that teachers,
who are tasked with being students’ primary mathematics instructors, would
feel quite comfortable around math. Unfortunately, many elementary

teachers have higher math anxiety than individuals in other fields of study,
such as business, physical science, and health sciences (Battista, 1986;
Bryant, 2009; Hembree, 1990). The math anxiety that teachers experience
carries consequences beyond the individual as teachers who report high
levels of math anxiety also report a reduction in the belief that they are
capable of successfully carrying out their teaching responsibilities to their
students (i.e., teaching self-efficacy and confidence; Bursal & Paznokas,
2006; Gresham, 2008; Swars, Daane, & Giesen, 2006). Teacher math anxiety
also impacts their own students’ math learning. (Teacher Math Anxiety
Relates to Adolescent Students’ Math Anxiety).
According to Molly M Jameson (2014), as the United States
falls farther behind other countries in standardized math assessments, the
authors seeks to understand why U.S. students perform so poorly. One of the
possible explanations to U.S. students’ poor math performance may be math
anxiety. However, math anxiety in elementary school children is a neglected
area in the research. (The journal of Experimental Education (4), pg 518-536,
2014)
Self-Efficacy Belief
Stated on Self-Efficacy Beliefs of Adolescents copyrights on the year of
2005; Belief in one’s efficacy is a key personal resource in self-development,
successful adaptation, and change. It operates through its impact on
cognitive, motivational, affective, and decisional processes. Efficacy beliefs

affect whether individuals think optimistically or pessimistically, in self-
enhancing or self-debilitating ways. Such beliefs affect people’s goals and
aspirations, how will they motivate themselves, and their perseverance in
the face of difficulties and adversity. Efficacy beliefs also shape people’s
outcome expectations-whether they expect their efforts to produce favorable
outcomes or adverse ones. In addition, efficacy beliefs determine how
environmental opportunities and impediments are viewed. People of low
efficacy are easily convinced of the futility of effort in the face of difficulties.
They stay the course in the face of difficulties and remain resilient to
adversity,
Efficacy belief also affects the quality of emotional life and vulnerability
to stress and depression. And last, but not least, efficacy beliefs determine
the choices people make at important decisional points. A factor that
influences choice behavior can profoundly affect the courses lives take. This
is because the social influences operating in the selected environment
continue to promote certain competencies, values, and lifestyles.
Many meta-analyses have been conducted across diverse spheres of
functioning in both laboratory and filed studies, with diverse populations of
varying ages and sociodemographic characteristics, in different cultural
milieus, and for both individual and collective efficacy (Bandura, 2002). The
evidence from these meta-analyses shows that efficacy belief contributes
significantly to level of motivation, socio-cognitive functioning, emotional

well-being, and performance accomplishments.
Research Literature
The researchers reviewed the findings of some writers who have
conducted specific research related to the present study. They are presented
in this section.
Math anxiety is a learned emotional response to one or more of the
following: participating in a math class, listening to a lecture, working
through a math problem, discussing mathematics. Moreover, such anxiety
can happen on elementary school children, high school and college students
(Tobias, 1993).
Mathematics anxiety describes the state of mind developed through
personal experience, and individual emotional responses to these
experiences. Negative feelings towards learning Mathematics arise as a
consequence of a range of encounters relating to the way Mathematics is
presented, taught and learnt by individuals (Green & Allerton, 1999).
According to Sheffield and Hunt (2007), Mathematics anxiety in many ways
is easy to describe and define. It is the feelings of anxiety that some
individuals experience when facing mathematical problems. Like other forms
of anxiety, students may feel their heart beat more quickly or strongly, they
may believe they are not capable of completing a Mathematics problem, or

they may avoid attempting Mathematics courses. Mathematics anxiety is
known as a disabling condition when students struggle with Mathematics.
This condition according to Oxford and Vordick 2006 is a specific and real
fear of Mathematics that causes students to have an obsessive urge to avoid
Mathematics completely.
Self-Efficacy Belief
Self-efcacy is also a
much stronger predictor
of how effectively people
will perform a given
task than either their
self condence or their
self-esteem. A high
degree of self-efcacy
leads
people to work hard and

persist in the face of
setbacks. In a dynamic
work context, where
ongoing learning and
performance
improvement
is needed, high self-
efcacy helps
individuals
to react less defensively
when they receive
negative feedback. In
areas where their self-
efcacy is low, people

often see a negative
outcome as conrming
the incompetence they
perceive in themselves.
This can set up a vicious
cycle, whereby
ambiguous results are
considered
as evidence of
perceived inability,
further
lowering an individual’s
self-efcacy, effort,
and subsequent
performance. When
people
have low self-efcacy,
they also tend to blame
either the situation or
another person when
things go wrong. Denial
of any responsibility
for poor performance
inhibits the chance that
an individual will learn
how to perform more
effectively in the future

(Heslin, & Klehe, 2006).
self-esteem. A high
leads
work context, where
performance
improvement
efcacy helps
individuals
when they receive
cycle, whereby
considered
as evidence of
further
and subsequent
performance. When
people
another person when
how to perform more

self-esteem. A high
leads
work context, where
performance
improvement
efcacy helps
individuals
when they receive
cycle, whereby
considered
as evidence of
further
and subsequent
performance. When
people
another person when
how to perform more

self-esteem. A high
leads
work context, where
performance
improvement
efcacy helps
individuals
when they receive
cycle, whereby
considered
as evidence of
further
and subsequent
performance. When
people
another person when
how to perform more

Self-Efficacy is also a much stronger predictor of how effectively people
will perform a given task than either their self-confidence or their self-
esteem. A high degree of self-efficacy leads people to work hard and persist
in the face of setbacks. In a dynamic work context, where ongoing learning
and performance improvement is needed, high self-efficacy helps individuals
to react less defensively when they need negative feedback. In areas where
their self-efficacy is low, people often see a negative outcome as confirming
the incompetence they perceive in themselves. This can set up a vicious
cycle, whereby ambiguous results are considered as evidence perceived
inability, further lowering and individuals’ self-efficacy, effort, and
subsequent performance. When people have low self-efficacy, they also tend
to blame either the situation or another person when things go wrong. Denial
of any responsibility for poor performance inhabits the chance that an
individual will learn how to perform more effectively in the future. (Heslin &
Klehe, 2006).
Saileela k, (2012), had conducted “a study on self-regulation, self-
efficacy and attitude towards mathematics of higher secondary students in
relation to achievement”. The purpose of the study was to compare self-
regulation scale, self-efficacy scale and attitude towards mathematics scale

in relation to achievement test in mathematics investigator administered to
a random sample of 1000 first year higher secondary students the result of
the study reveals that there is self-efficacy of girls is significantly greater
than boys in mathematics and there is exists positive and significant
correlation between achievement and self-efficacy.
Student Related Factors
hierarchical entity that is dynamic in nature and consists

of different types of knowledge and skills.
4-6
Prior knowl-
edge has long been considered the most important factor
influencing learning and student achievement.
4-10
The
amount and quality of prior knowledge positively influ-
ence both knowledge acquisition and the capacity to ap-
ply higher-order cognitive problem-solving skills.
11-15
An essential factor in developing an integrated knowl-
edge framework is to create a learning environment in
which learning means actively constructing knowledge
and skills on the basis of prior knowledge.
6,10
Inadequate
or fragmented prior knowledge is an important issue to
consider because if there is a mismatch between the
instructors’ expectations of student knowledge and the
students’ actual knowledge base, learning may be ham-
pered from the start of the studies. Trying to learn some-
thing without having adequate prior knowledge or, worse,
Corresponding Author: Sari Lindblom-Ylanne, University
of Helsinki, Helsinki, Finland. Tel: 1358-9-191-20628. E-mail:
sari.lindblom-ylanne@helsinki.fi
American Journal of Pharmaceutical Education 2008; 72 (5) Article 113.
1
having misconceptions, may result in rote memorization.

This type of surface learning may occur if students cannot
relate the new knowledge to their existing knowledge
frameworks.
According to the study of Bed Raj Acharya (2017); Prior knowledge
of students is another aspect of student related factors which means the
previous knowledge of the students towards mathematical contents. The
basic knowledge of mathematics in lower secondary level is the key factors
which determined good performance of the students or not at great x. it is
also determine student’s performance in the further study. Mathematical
knowledge is the infrastructure as well all round development of students in
the mathematics sectors. Those students who have lack of sufficient prior
knowledge did not want to learn and could not get success in the further
level. It is responsible for students fail in mathematics in all school secondary
level. In the line with discussion the following views of students were stated
here related to prior knowledge of students.
According to Bed Raj Acharya (2017) importance aspect of students’
related factors that affect in student low pass in mathematics. Mathematics
is needed practice which has different theory and several formulas. So
learning of mathematics, students should be managing extra time for
practice. Generally, mathematics achievements determine students labor in
present situation; students are not laborious in mathematics learning.
Consequently, mathematics achievement of students was diseasing. It was
effect on student slow pass in mathematics. Student’s labor is responsible for

students following views of mathematics teachers were stated here related
to student labor in learning process of mathematics.
Parental involvement and a parents’ role in changing attitudes
toward Mathematics are important. Parents need to take a proactive role in
the education of their children (Furner & Berman, 2003). Supportive parents
contribute to the success of their children while unsupportive ones add to the
academic problems (Silva, Tadeo, Reyes, & Dadigan, 2006).
In an effort to identify the causes for low achievement in
mathematics, some researchers (Brodie, 2004) have suggested that
achievement in mathematics in secondary schools is influenced by a number
of variables. These variables include learners’ abilities, attitudes and
perceptions, family and socio-economic status, parent and peer influences,
school related variables such as poor learning environment, learning
cultures, past racial discrimination and low expectations by principals and
teachers.
Teacher Related Factors
The teachers’ attitude is a major factor since students do not want
to learn a subject that the teacher seems uninterested in or uncomfortable
with. Other issues include impractical applications, high volumes of assigned
problems, and short time spans to complete an assignment. McNaught
(2007) indicated that good teachers are able to create a learning

environment in which students have high and positive expectations about
their learning, co-operative behavior is pronounced, and the culture
encourages learning to occur. Rossnan (2006) suggested that teachers and
parents should work together to assure every student that learning
Mathematics is important, relevant, and fun so that they can learn the
Mathematics skills that they need to succeed.
According to the study of Bed Raj Acharya (2017); Motivation is the
one important factor of high failure in mathematics. Motivation is the internal
and external factors that stimulate desire and energy in students to be
continually interested and committed to learn something. The process of
motivation stems from stimulation which is turns followed by an emotional
reaction that lead to a specific behavior response. In the mathematics
classroom, motivation refers an individual activity of students to learn
mathematical knowledge. Positive motivation is stimulate the desirable
behavior of students. Positive attitude towards mathematics play valuable
role in learning mathematical knowledge in all stages of education. But in
this study it found that stakeholder cannot able to provide counseling
towards mathematics. That’s why students have been mathematics anxiety
existed yet. So, motivation and counseling are play a vital role in students
pass in mathematics. In the line with discussion, the students share their
view as
Some students say our mathematics teacher said us mathematics is so
difficult. Also they cannot give positive direction to learn mathematics. That’s
why we are weak in mathematical knowledge. So I did not choose
mathematics. Other students replied as I don’t know what will have if I admit
in mathematics? Another supported views of head teacher regarding
motivation as given we are not able to provide counseling and motivation to
study mathematics because we have no sufficient infrastructure and learning
equipment. So student’s always feel mathematics is difficult.
Apart from using innovative teaching methods, the use of well-
designed and creative assessments contributes to improvements in learning.
Assessments are more than just tests and can be beneficial in mathematics;
therefore, teachers are encouraged to design and use them in different ways
(DBE, Republic of South Africa, 2011:293). The Department of Basic
Education views assessments as the process of “generating and collecting
evidence of achievement, evaluating this evidence, recording the findings
and using this information to understand and thereby assist the learner’s
development in order to improve the process of learning and teaching” (DBE,
Republic of South Africa, 2011:293).
Environment Related Factors
And for a learning environment to be ideal, learning components
such as furniture, ventilation, and thermal comfort set be provided (Bosque

& Dore, 1998), In addition, Fraser and Fisher, (1982) examined the normal
learning climate. They proposed 680F to 740F as the required learning
temperature. Although Lizzio et al, (2002) noted that optimal learning
climate varies from region of a country and with seasons of the year. So, the
usage of actual learning environment varies according to different type of
schools and society. Nevertheless, it is indeed a well-known fact that
academic achievement in mathematics among science students is greatly
influenced by several components of learning environment as revealed by
various research works (Akinsola., Tella & Tella, 2007).
Indeed, learning environment plays a major role in shaping the quality
of academic achievement in mathematics. It seems there is perceptional
consistency among mathematics scholars about learning environment and
the student’s cognitive and effective outcome. It was observed that the
learning is optimal when body, soul and spirit are in accord; otherwise
learning will be ineffective. Hence, clean, quiet and comfortable environment
are important components of learning environment. Furthermore, creating of
an ideal learning environment must be a top priority of every concern
educator. Being comfortable should be a combination of several factors
which include; temperature, lighting, and noise control (Murugan & Rajoo,
2013).
Parent Related Factors

Ibrahim Salman (1994) had studied “The relationship between
family socio economic status and the academic achievement of students
in Jordan state Universities, Oudah.” The major finding of the study was
statistically significant negative relationship were found between student’s
academic achievement and their fathers and mother’s income, occupation
and education. The study also found out that the influence of parents, on
student’s educational aspiration was strong and was attributed to their
family’s desire that they earn a better living than their parents.
Pho Lan Tuyet (1994) had conducted a study on “family education
and academic performance among South East Asian students”. This study
investigates the impact of cultural values and family life on the academic
performance of 102 high school students using both a survey questionnaire
and six case studies. The findings indicate that children whose parents set
high educational and career goals performed better than those who did not.
The survey findings showed evidence that children who experienced positive
relationship with their parents perform better in schools.
Parents are the most immediate relation of a child. Their financial
status and education do have an important influence on the personality of
child. Educated parents can better understand the educational needs and
their children’s aptitude. They can help their children in their early education
which affects their proficiency in their relative area of knowledge. Belonging
to strong financial background, parents can provide latest technologies and

facilities in a best possible way to enhance educational capability of their
children.
Synthesis
This part of the research refers to the similarities and differences of the
reviewed studies related to the present studies. Generally, the cited studies
have greatly helped the researchers in giving the substance to their studies.
The study of Tobias (1993) pertains to the factors that can affect the
mathematical anxiety of person. It also stated that this kind of anxiety can
be experience even in the lower levels of education. However, the study just
involved with senior high school students only.
The study of Green & Allerton (1999) inherit the meaning of
mathematical anxiety through the minds develop by experience and
emotion. It also pertains the negative feeling of learning math which
included to the study.
The study of Brodie (2004) refers to the learners’ abilities, attitudes
and perceptions, family and socio-economic status, parent and peer
influences, school related variables such as poor learning environment,
learning cultures, past racial discrimination and low expectations by
principals and teachers.

The study of Sheffield and Hunt (2007) refers terms and meanings of
mathematical anxiety. It also stated the belief and state of mind that is
The study of Heslin & Klehe (2006) pertain to the effects of high and
low self-efficacy to the performance of a student which is needed to the
study.
The study of Albert Bandura (1997) defines and elaborates factors that
affect the belief and perspective of a person. It also proclaims the effect of
self-efficacy belief to the mindset and perseverance of the person that is
The study of Saileela k. (2012) conduct a scale of self-regulation, self-
efficacy and attitude to the subject mathematics. It explains the relationship
of the three factors to the perseverance of students to mathematics. Results
say that each factor affects the mindset and belief of the student to
mathematics. However, it pronounces to factors that aren’t needed to the
study.
The study of Bed Raj Acharya (2017) rotates to the three main factors
of students’ mathematical anxiety which needed to the study.
The DBE, Republic of South Africa, 2011:193 refers to the assessments
as the process of “generating and collecting evidence of achievement,
evaluating this evidence, recording the findings and using this information to
understand and thereby assist the learner’s development in order to improve
the process of learning and teaching.
The study of McNaught (2007) stated teachers are one of the major
factor that affect the students’ Mathematical anxiety and self-efficacy belief.
It also explained that good attitude can make the learning environment
creative, calm and exciting which is included to the study.
Another study from Bed Raj Acharya (2017) motivation is the one
important factor of failure of learning mathematics. It stated that positive
motivation can stimulate the behavior of student in learning math which is
needed to the study.
The of Akinsola, Tella & Tella (2007) pertain the good and comfortable
learning environment can lead to positive self-efficacy believe and academic
achievement in mathematics. It also included that actual learning
environment can define the school and society which is needed to the study.
The study of Murugan & Rajoo (2013) explains that learning
environment plays the major role to the mathematical achievement, math
anxiety and self-efficacy belief of a student. It also stated that creating an
ideal learning environment must be the top priority which is included to the
study.
The study of Ibrahim Salmon (1994) stated the ecomical status of a
family affect the self-efficacy belief of a student due to the belief of the
parents. It also stated the influence of the parents on the student affect the
behavior and beliefs which is related to the study.
The study ofPho Lan Tuyet (1994) conducted a study explaining that
family education affects the academic performance of the students which is
needed to the study.

CHAPTER III
RESEARCH METHOD AND PROCEDURE
This part of our research paper distributes and enumerate the methods
and procedures used by the researchers in conducting the study. This
represents a brief description of the research design, subject of the study,
data gathering procedure, and statistical treatment.
Research Design
This research used thee descriptive method of research since this
research is concerned with the relationship between mathematical anxiety
and self-efficacy belief towards mathematics as academic difficulty
perceived by Grade 12 students of Humanities and Social Sciences of St.
Augustine School of Nursing Lipa Campus. According to Gay (1992: 217),
descriptive research involves collecting data in order to test hypotheses or to
answer questions concerning the current status of the subject of the study. A
descriptive study determines and reports the way things are. Descriptive
research is scientific research that describes about event, phenomena or fact
systematically dealing with certain area or population.
The researchers used the survey research technique to gather the
desired information from the students who served as the respondents of the
study.
Subject of the Study
The respondents of the study were 100 Grade 12 Humanities and
Social Sciences students in St. Augustine School of Nursing Lipa.
The distribution of the study allows of 25 students from Grade 12 A-
HUMSS, 25 students from Grade 12 K-HUMSS, 25 students from Grade 12 M-
HUMSS and 25 students from Grade 12 F-HUMSS.
Data Gathering Instruments
The questionnaire was used to gather information regarding the study.
It was distributed to the Grade 12 12 Humanities and Social Sciences
students at St. Augustine School of Nursing Lipa.
Prior to the preparation of questionnaire, the researchers read books
and unpublished theses, and search the internet to acquaint themselves of
the possible concepts that would be used to frame the questionnaire items.
Construction of the Questionnaire
The researchers made one set of questionnaires which were answered
by the students. Basically, the questionnaire consists of three (3) parts. Part
1 contained the student’s personal information in terms of age, sex, section
and Last grade semester. The second part pertains to the self-efficacy belief
of the respondents towards mathematics. The last part consists of four (4)
factors that affects math anxiety. The second part of the questionnaire
consists of five (5) questions and the last part of the questionnaire consists
of five (5) questions per factors. Overall, the questionnaire consists of
twenty-five (25) questions.
Validation of the Questionnaire
The first draft of the questionnaire was presented to the adviser for
content validation and some revisions. Corrections and revisions were made.
After this, questionnaire was ready for administration.
Administration of the Questionnaire
The researchers provided a letter of request noted by the adviser to be
signed by the instructor of the researchers and the school directress. When it
was already signed by the needed signatories, the researchers administered
the questionnaire. Given the number of respondents, the researchers
proceeded with the administration of the questionnaire with the permission
of concerned authorities.
Scoring of the Responses

After the questionnaire was sent back to the researchers, the
responses were tallied, tabulated, analyzed and interpreted in conformity
with the items found in questionnaire. We get the scores and percentage of
the answers by calculating and analyzing the answer of the respondents to
the questions given.
Option Range Interpretation
4 3.00-3.99 Strongly Agree
3 2.00-2.99 Agree
2 1.00-1.99 Strongly Disagree
1 0-0.99 Disagree
Data Gathering Procedure
The researchers gathered information from different sources which
necessitated visits to libraries and reading from references. The concepts
were framed into a questionnaire which was validated and approved for use.
A letter of request was sent to concerned authorities to seek
permission to administer the questionnaire. After explaining each part of the
questionnaires, the respondents started answering it. The respondents were
given enough time to answer all the items completely. The data gathered
were tallied and statistically treated.
Statistical Treatment of Data
The researchers employed several statistical methods in order to
properly evaluate and analyze the data gathered. The following statistical
tools were used to present the description of the data and findings of the
study.
Frequency
This was used to determine the number of the respondents for a
given variable.
Percentage
This was used to show the distribution of respondents in terms of
their profile.
Ranking
This method was used to determine the rank of the participant’s

responses from highest to lowest.
Weighted Mean
This was used to quantify the data on the extent of the
respondents.
f (x )
Weighted Mean=∑
N
CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
To complete this study, it is essential to analyze the data collected in
order to get the hypothesis. As already signified in the primitive chapter,
data is presented in a graphic form.
This chapter presents the findings, analysis, and interpretation of the
data resulted from the responses of selected Grade 12 of Humanities and
Social Sciences students at St. Augustine School of Nursing Lipa.
Profile of the Respondents
The profiles of the respondents which are the age, gender, and general
average on first semester were evaluated in this study. These were
presented in the following tables.
1.1 Age. The table 1 presents the frequency and percentage of the profile
variable in terms of age.
Age Frequency Percentage
16 16 16%
17 45 45%
18 24 24%
19 years old and 15 15%
above
Total 100 100
As revealed by the students-respondents, 45 out of the total
number of respondents or 45 percent were of age 17 which ranked

first. It means that majority of the respondents were at the usual age.
Second in rank was the age of 18 with 24 or 24 percent of the
respondents.
Ranked third was in the age of 16 with 16 or 16 percent of the
total respondents.
However, the fourth in rank was on the age of 19 years old
and above with 15 or 15 percent of the total respondents. It means that most
of the students-respondents in the Grade 12 Humanities and Social Sciences
students at St. Augustine School of Nursing Lipa are in the right age.
1.2 Gender. The table 3 presents the frequency and percentage of
respondents.
Table 2
Profile of Grade 12 HUMSS- Respondents in terms of Gender
Gender Frequency Percentage
Male
Female 57 57%
43 43%
Total 100 100%
The table reveals that the majority of the respondents are males while
the minority of the respondents is females. The frequency distributed to 43%
female and 57% male.

1.3 Grade in Mathematics (Last Semester). The table 3 presents the
frequency and percentage in terms of the students’ grade in
mathematics
Table 3
Profile of the Grade 12 HUMSS – Respondents in terms of Grades in
Mathematics (Last Semester)
Grades in Frequency Percentage

Mathematics
(Last Semester)
96% - 100% 1 1%
90% - 95% 21 21%
85% - 89% 32 32%
80% - 84% 34 34%
75% - 79% 12 12%
74% and below 0 0%
Total 100 100%
The table signifies that the general average on last semester 85% -
89% ranked first which obtained a frequency of 34 percent of the
respondents. This is because they are interested in the mathematics.
The 80% - 84% ranked second which acquired a frequency of 32
percent of the respondents. This is because most of the students are
satisfied or contented on what their mathematics grade. They are the
students who are listening in class discussion, cooperating on group task or

activities, creative on school projects and presenting well in every
performance in mathematics classes.
The 90% - 95% ranked third which attained a frequency of 21 percent
of the respondents. This is because students are very responsible to make
their assignments, reviewing notes before exam, and paying an attention in
mathematics class.
The 75% - 79% ranked fourth which gained a frequency of 12 percent
of the respondents. These are the students who are not focus or interested
on mathematics and giving more attention on other matter.
The 96% - 100% ranked fifth which gained a frequency of 1 percent of
the respondents. This is the student who’s outstanding in class discussion,
always present in every mathematics session, advance studying in every
lesson and takes effort to understand every formulas and problem given.
The 74% and below ranked sixth with a frequency of 0 percent of the
respondents. There are no students got a lowest grade in mathematics for
the last semester.
1. Self-efficacy Belief towards Mathematics. The table 4 presents
response of the students in their belief towards the subjects’
mathematics.
Table 4
Self-efficacy Belief towards Mathematics
Self-efficacy Belief Weighted Verbal Rank

towards Mathematics Mean Interpretatio
n
1. I believe I am the kind of 1.87 Strongly 3
person who is good at Disagree
mathematics.
2. I am always exerting some 1.89 Strongly 2
effort to review our topics. Disagree
3. I usually at ease during 1.86 Strongly 4
math subject. Disagree
4. I never almost get uptight
while taking math tests. 1.76 Strongly 5
5. I don’t experience Disagree
confusion in all the given 1.94 Strongly 1
topics in Mathematics. Disagree
Composite Mean 1.86 Strongly
Disagree
As shown on table 4, ranking at first which interpret strongly disagree;
the situations or experience in mathematics subject where students are
confuse in the given topics in math.
Second in rank which interpreted as strongly disagree; students are
not often exerting some effort to review some topics in mathematics that
acquired a weighted mean of 1.89, it shows that most students aren’t
interested in mathematics.
Ranking in third with a weighted mean of 1.87; interpreted as strongly
disagree are the students who think their good at math. This shows that
most of the students are mentally think that there are not good at math.
Fourth in rank which interpreted as strongly disagree with a weighted
mean of 1.86 are the students at ease during math classes. The results show
that most of the fear cram or panic during math sessions.
Ranking at fifth in the table with a weighted mean of 1.76; students
that never uptight while taking a math exam which interpreted as strongly
disagrees, this shows most of the students often feel nervousness or
anxiousness while taking a math test.
On the accomplishment hole additionally shows this could be credited
to self-concept. In this case, self-adequacy alludes to the person's conviction
that the individual can perform numerical assignments at a proper level,
while math uneasiness alludes to the degree of pressure or nervousness an
individual feels when given a numerical errand.
This situation is supported by study of Heslin & Klehe of 2006,
proposed that in areas where their self-efficacy is low, people often see a
negative outcome as confirming the incompetence they perceive in
themselves. This can set up a vicious cycle, whereby ambiguous results are
considered as evidence perceived inability, further lowering and individuals’
self-efficacy, effort, and subsequent performance. When people have low
self-efficacy, they also tend to blame either the situation or another person
when things go wrong. Denial of any responsibility for poor performance
inhabits the chance that an individual will learn how to perform more
effectively in the future.

Hence, the response of Grade 12 HUMSS students in terms of self-
efficacy belief towards obtained the composite mean of 1.86 and a verbal
interpretation of strongly disagrees.
Students Weighted Verbal Rank

Mean Interpretatio
n
1. Does math subject is the
hardest subject for you. 3.25 Strongly 2nd
Agree
2. Do you prefer
mathematics as one of your 1.45 5th
favorite subject. Strongly
Disagree
3.Are you having a hard time 1.75 4th
dealing with math problem? Strongly
Disagree
4.Do you prefer English 3.90 1st
subject than math subject? Strongly
Agree
5.Are you going to choose
math related subject in 2.95 3rd
college? Disagree
Composite Mean 2.66 Agree
As shown on the table that related to the mathematical anxiety,
ranking at first which interpret strongly agree the situations prefer English
subject than math.
Second in rank which interpret as strongly agree. Does math subject is
the hardest subject for you? As the researcher say, it shows that in this
survey/data a respondent says “strongly agree’’ are almost 99% when the
researcher asked them the hardest subject. Math subject is the hardest for
them that means they having a hard time dealing with math subject. In this
situation the respondents have an a math anxiety.
Ranking in third with a Strongly disagree in terms of choosing course
that are more related to mathematics.It shows that when we ask some of
those students if they some of those students if they prefer course that
are related to mathematics. It shows that they strongly disagree. As
simple as the more related in math the more difficult for them. Knorr the
simple course that are not more or math is easier for them simply
because they experience math anxiety.
Fourth in rank which interpreted as disagree, Are the student prefer
mathematics as one of their favorite subject? Out of 10 students, only one
of them choose math as one their favorite subject. Maybe some of them
prefer ESP, P.E or Filipino neither English. But because more of them are
experiencing math anxiety they just prefer other subject as their favorite
subject than math.
Ranking as fifth in the table, Are they having a hard time dealing with
math problem? Which interpreted as Agree. As we ask some of the
students most of them agree that dealing with math problems is hard.
They all agree because they are having math anxiety.

Students who disagree that dealing math problem is hard, is not
having a math anxiety. Students who are experiencing math anxiety
always been afraid in dealing things in that are related in math. Maybe
they find it hard as they first encounter it so that they always foresee this
as a difficult subject.
At the end of the day students must always think that having this math
anxiety wasn’t right, because it would affect on how they see every
mathematical problems as they usually seen it unsolvable. Maybe math
was difficult but it is an everlasting part of our daily life making us people
to be required to study such things about this or even how we can deal
with this kind of things. This only subjects that having math anxiety is a
life long battle we should lessen or much more even to end this kind of
anxiety.
3.1 Student Related Factors. The table 5 presents the response of the
students in factors causing mathematics anxiety in terms of student related
factors.
Table 5
Student Related Factors
Student Weighted Verbal Rank

Mean Interpretatio
n
1. I find math as an 1.89 Strongly 4
interesting and exciting Disagree
subject. 1.91 Strongly 3
2. I remember some past Disagree
lesson that is related to the
new lesson. 1.96 Strongly 2
3. I don’t feel any pressure Disagree
while I am in my
Mathematics class. 1.97 Strongly 1
4. It wouldn’t bother me at Disagree
all to take more math 1.86 Strongly 5
courses. Disagree
5. I review some topics that I
didn’t understand.
Disagree
As shown on table 5, ranking at first which interpret strongly disagree;
the situations that bother student to take more mathematics courses.
Second in rank which interpreted as strongly disagree; students feel
pressure while attending in math class that acquired weighted mean of 1.96,
it shows that most students cram or feel nervousness during mathematics
classes.
Ranking in third with a weighted mean of 1.91; interpreted as strongly
disagree in terms of remembering the past lesson that is related to new

lesson. It shows that students did not focus on their past studies so that they
cannot understand the new lesson that is related.
Fourth in rank which interpreted as strongly disagree with a weighted
mean of 1.89 are the student that who find math is an interesting and
exciting subject. It shows that student did not interest and not having
excitement in learning mathematics lesson.
Ranking in fifth in the table with a weighted mean of 1.86; students
who review some topics that they can’t understand, this shows most of the
students are not reviewing any topics so that they cannot understand more
topics.
The consequences of the identified with scientific uneasiness, boister
the way that are progressive inclined to encounter this sort of dread in
mathematical. The improvement of nervousness in understudies is
influenced by numerous elements, and one of the principle factors are
understudies attributions about their prosperity or disappointment of mental
self portrait and accomplishments in different spaces in school, including
arithmetic.
These situations are supported by Bed Raj Acharya (2017) importance
aspect of students’ related factors that affect in student low pass in
mathematics. Mathematics is needed practice which has different theory and
several formulas. So learning of mathematics, students should be managing
extra time for practice. Generally, mathematics achievements determine

students’ labor in present situation; students are not laborious in
mathematics learning. Consequently, mathematics achievement of students
was diseasing. It was effect on student slow pass in mathematics. Student’s
labor is responsible for students following views of mathematics teachers
were stated here related to student labor in learning process of
mathematics.
Hence, the response of Grade 12 HUMSS students in terms of factors
causing mathematics anxiety in terms of student related factors which
obtained the composite mean of 1.92 and the verbal interpretation of
strongly disagree.
3.2 Teacher Related Factors. The table 6 presents the response of the
students in factors causing mathematics anxiety in terms of teacher related
factors.
Table 6
Teacher Related Factors.
Teacher Weighted Verbal Rank

Mean Interpretatio
n
1. My teacher motivates us 1.66 Strongly 4

that math is easy to Disagree
understand.
2. I ask for assistance
without fear or rejection to 1.94 Strongly 2
my subject teacher. Disagree
3. My teacher shows
smartness, confidence, and 1.84 Strongly 3
firmness in teaching. Disagree
4. My teacher is always
exerting some efforts in
finding ways on how we are 1.65 Strongly 5
going to understand the Disagree
lesson in Mathematics.
5. My teacher has a positive
attitude that makes the 2.02 Agree 1
lesson easier.

Disagree
As shown on the table 6, ranking at first interpret as agree; that the
teacher has a positive attitude and the students understand lesson more
easier.
Second rank at the table which interpreted as strongly disagree with a
weighted mean 1.94 are students don’t ask for assistance on their teacher
because they didn’t want to reject and have fear on the subject teacher,it
shows that most of students are shy on their teacher.
Ranking in third with a weighted mean 1.84 interpreted as Strongly
Disagree, that the teacher doesn’t shows any positive emotion while
teaching.It shows that the students are fear on the subject teacher.
Fourth ranking which interpret as strongly disagrees with a weighted
mean of 1.66; the teacher didn’t motivate the students to easily understand
the lesson. It shows that the teacher was not able to teach well.
Fifth ranking which interpret as Strongly Disagree with a weighted
mean of 1.65,the teacher doesn’t make an effort when it comes on how we
understand the lesson in Mathematics. It shows that our teacher doesn’t
have any idea on how to interpret the certain topic.
The causes of math anxiety, and to explore strategies which pre-
service teachers have identified to overcome math anxiety. These data
indicate that pre-service teachers have encountered math anxiety in many
situations. These causes include: lack of self-confidence, fear of failure;
teaching styles; ineffective learning practices, and non-engagement of
students. Furthermore, these data indicate that facing math anxiety have
empowered the participants to devise strategies which have enabled them to
overcome math anxiety. The author suggests that an improved
understanding of math anxiety hold implications for all students and
educators of mathematics.
There is also precedence for online professional development related
to math self-efficacy and math anxiety (Prusaczyk & Baker, 2011; Stevens,
Harris, Aguirre-Munoz, & Cobbs, 2009). Although Fishman et al. (2013)
found no significant difference in outcomes between professional
development offered face-to-face versus online, Dash et al. (2012) found that
fifth grade math teachers who participated in online professional
development had significant gains in pedagogical content knowledge and
pedagogical practices compared to a control group of teachers who did not
participate in the online professional development. Prusaczyk and Baker
(2011) examined the success and sustainability of a partnership between
Southern Illinois University– Carbondale and 12 rural school districts. This
partnership was successful in increasing math content knowledge and
reducing math anxiety among instructors who were not trained in
mathematics. Stevens et al. (2009) used a case study approach to work with
middle school teachers to design effective professional development that
would increase the teachers’ knowledge of math self-efficacy and thereby
understand how to increase their students’ math self-efficacy. These studies
taken together offer support for the basic structure of this project.
causing mathematics anxiety in terms of teacher related factors which
obtained the composite mean of 2.02 and the verbal interpretation of agree.
2.3 Environment Related Factors. The table 7 presents the response of
the
Students in factors causing mathematics anxiety in terms of teacher
related factors.
Table 7
Environment Related Factors

Environment Weighted Verbal Rank

Mean Interpretati
on
1. My friends and I gather to
have a group studies to 1.76 Strongly 4
understand some lessons or Disagree
topics.
2. My school arranges friendly
math competitions and activities 1.93 Strongly 2
I participate. Disagree
3. At home, I have free time to
study and review some lessons. 1.89 Strongly 3
4. Our classroom is fitted with Disagree
an appropriate level of
classroom technology for the 1.95 Strongly 1
course material Disagree
5. The facilities in our school are
equipped with the right 1.73 Strongly 5
materials and equipment needed Disagree
in order for us to understand
Mathematics easily.
Disagree
As shown on the table 7, ranking first interpret as strongly disagree,
that the classroom is fitted with an appropriate level of classroom technology
for the course material.
Second rank at the table which interpreted as strongly disagree with a
weighted mean 1.93, that the school arrange friendly math competitions and
activities that the students participate. It shows that there are some reasons
that teachers can’t respond on to these situation.
Ranking in third with a weighted mean 1.89 interpreted as Strongly
Disagree, that in home, students have free time to study and review some
lessons maybe because students don’t have much time to do these
activities.
Fourth ranking which interpreted as strongly disagree with a weighted
mean of 1.76. It shows that students and their friends didn’t gather to do
group studies to understand some lessons or topics.
Fifth ranking which interpreted as Strongly Disagree with a weighted
mean of 1.73, that the facilities in school are equipped with right materials
and equipment needed in order for students to understand Mathematics
easily. It shows that there as some lack in school facilities and technologies
to help the students to understand Mathematics easily.
The uneasiness of going into a domain or action where math learning
could happen, the uneasiness that originates from performing math
estimations on a non-evaluation, the uneasiness that happens dependent on
the individual who is showing the math course and the nervousness that
happens from the need to take a math test. Recorded a few reasons for math
uneasiness, remembering encounters for math classes or with math
educators, low self-viability or past awful encounters with arithmetic, and low
insights or poor math capacity. Understudies with elevated levels of math
tension will in general perform ineffectively on arithmetic undertakings.
This is supported by Murugan & Rajoo of 2013 wherein learning
environment plays a major role in shaping the quality of academic
achievement in mathematics. It seems there is perceptional consistency

among mathematics scholars about learning environment and the student’s
cognitive and effective outcome. It was observed that the learning is optimal
when body, soul and spirit are in accord; otherwise learning will be
ineffective. Hence, clean, quiet and comfortable environment are important
components of learning environment. Furthermore, creating of an ideal
learning environment must be a top priority of every concern educator.
Being comfortable should be a combination of several factors which include;
temperature, lighting, and noise control.
causing mathematics anxiety in terms of environment related factors which
obtained the composite mean of 1.85 and the verbal interpretation of
strongly disagree.
3.4 Parent Related Factors. The table 8 presents the response of the
students in factors causing mathematics anxiety in terms of parent related
factors.
Table 8
Parent Related Factors
Parent Weighted Verbal Rank

Mean Interpretatio
n
1. My parent or guardian
keep on involving 1.86 Strongly 2
themselves in my academic Disagree
performances most
especially in Mathematics.
2. My parent or guardian 1.82 Strongly 5

established a strong support Disagree
system in order for me to
fully understand and never
lose hope upon
understanding all my lessons
in Mathematics. 2.04 Agree 1
3. My parent or guardian
keep on reminding me that I
should put extra efforts in
studying Mathematics 1.83 Strongly
4. My parent or guardian Disagree 3.5
keeps on motivating me to
study hard most especially in 1.83 Strongly
Mathematics subject. Disagree 3.5
5. My parent or Guardian
keeps on monitoring my
academic performance most
especially in Mathematics.
Disagree
As shown in the table 8, first in rank which interpreted Strongly
Disagree shows the parents reminding their children to exert some effort
studying mathematics; this shows lack of parents’ support and perseverance
to the student.
Second rank in the table interpreted strongly disagree parents involves
themselves to their children’s academic performance especially in
Mathematics with a weighted mean of 1.86. This shows parents lack of
supervision in their kids’ academic performance especially in mathematics.

Ranking third in the table with a weighted mean of 1.83 parents or
guardian motivates the students to study hard on their curriculum especially
mathematics and monitoring their academic performance especially in the
subject math interpreted as strongly disagree. This result shows most of the
parents or guardians present no initiative to remind and monitor their kids’
academic performance especially in mathematics.
Fifth rank with weighted mean of 1.82 parent or guardian established
strong support system in order to fully understand and never lose hope upon
understanding all the lesson in mathematics interpreted as strongly
disagree. It shows that most of the students have no parental support
coming from their parents or guardian.
Creating solid aptitudes and an uplifting frame of mind toward math
can have an enduring impact on understudies' scientific presentation and
self-adequacy. Educators who make positive homeroom conditions empower
understudies to have the opportunity to investigate thoughts, pose inquiries,
and possibly develop scholarly accomplishment with a deep rooted
enthusiasm for arithmetic. Self-viability has been characterized as a person's
confidence in their capacities to practice command over their degree of
working and natural requests and can be influenced by close to home
achievements, vicarious learning, social influence, and uneasiness.
Zimmerman and Martinez-Pons (1990) developed a model to explain
self-regulated learning based on Bandura’s theory of social cognition. Their

work on the three classes of determinants - personal processes,
environment, and behavior - highlight student’s self-efficacy perceptions as
related to self-monitoring, academic motivation, and academic achievement.
Similar to the students in this study, the students in the Zimmerman and
Martinez-Pons study used strategies associated with self-perceptions of
Mathematics to regulate learning. The findings of this research study indicate
that students with higher mathematical proficiency displayed higher levels of
self-efficacy and made greater use of learning strategies designed to
regulate personal, environmental, and behavioural factors. During the
classroom observations, high self-efficacy students were immediately
engaged and developing a strategy to solve the problem. These students
were observed discussing multiple strategies with the other high self-efficacy
students. These students were aware of the students that were not confident
in their abilities and did not engage them in the strategy discussion but once
a strategy was agreed upon, high self-efficacy students explored the needs
of the low self-efficacy students.
causing mathematics anxiety in terms of parent related factors which
obtained the composite mean of 2.04 and the verbal interpretation of agree.
CHAPTER V
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary, findings, conclusions and

recommendations of this study on the Relationship between Mathematics
Anxiety and Self-Efficacy Belief of selected Grade 12 HUMSS students in the
St. Augustine of Nursing Lipa Campus
Summary
This study aimed to know the Relationship between Mathematics Anxiety

and Self-Efficacy Belief of selected Grade 12 HUMSS students in the St.
Augustine of Nursing Lipa Campus. It seeks to answer the following:
1. Profile of the Respondents’ based on:
a. Name (Optional)
b. Age
c. Sex
d. Grades in Mathematics Subject (Last Semester)
2. What is Mathematical Anxiety?
3.4. Parents Related Factors

d. Easy
e. Average
f. Difficult
5. Is there a significant relationship between Mathematical Anxiety and
Self-efficacy Belief of students that mathematics is a difficult subject
as perceived by Grade 12 Students Humanities and Social Science
Strand of St. Augustine School of Lipa Campus?
Findings
After that data were tallied, tabulated and interpreted, the
following findings emerged.
1. Profile of the Respondents
1.1 Age. Majority (45%) of the respondents belong to the 17 years
old. It means that the highest ranked are on said in the age bracket
which is normally for a students of Grade 12.
1.2 Gender. The majority of the respondents are males while the
minority of the respondents are females. The researchers found
that almost of the student in HUMSS strand of St. Augustine School
of Nursing are male.
1.3. Grades in Mathematics (Last Semester). It signifies that the
average grades on last semester 80% - 84% ranked first which

obtained a frequency of 34 percent of the respondents while the
average grades that ranked last is 96%-100%.This is because most of
the students are satisfied or contented on what their average is. They
are the students who are concerned on the result of their grades.
2. What is mathematical anxiety?
As the respondents answers mathematical anxiety is simply bothered or
afraid to the subject mathematics.
3.1 Student Related Factors. Most of the respondents strongly
disagree which that the subject mathematics mostly bother the
students that obtained 1.97 weighted mean and ranked first.
3.2 Teacher Related Factors. The respondent’s answers range up to
2.02 weighted mean that states that some of the teachers within the
campus shows positive attitude in class which ranked first and verbally
interpreted as agree.
3.3 Environment Related Factors. Most of the respondents strongly
disagree that the environment they enter is not capable or appropriate
to the course material that obtained 1.95 weighted mean and ranked
first
3.4 Parent Related Factor. The respondent’s answers range up to
2.04 weighted mean that states the parent or guardian motivate their
children to exert some effort to the mathematics subject which ranked
first and verbally interpreted as agree.
In this case the respondents perceive being difficult to answer the given
questionnaire and generates mathematics subject as a hard subject. It
became essential to the study because without the help of these following
factors we will not be able to generate and interpreted the results and
findings. It is relevant because it will support and answer the problem.
5. Is there a significant relationship between mathematics anxiety
and self-efficacy belief of students by Grade 12 Humanities and
Social Sciences Students of St. Augustine School of Nursing Lipa?
Yes, as the study answers there is a significant relationship between
mathematics anxiety and self-efficacy belief. Mostly of the students easily
influences by their surroundings that affect their perception towards
mathematics.
The propose output is an art-book compose of modules, full solutions with
short cuts, tricks in mathematics in the chosen mathematics subject in Grade
11 and 12.
Conclusions
The researchers draw the following conclusions based on the findings.
1. Most of the students have an age that range of 17 years old, some
of them are mostly male. The majority of the respondents’ grade in
mathematics is 80%-84% in last semesters.
2. The factors that causes mathematics anxiety such as students,
teachers, environment, and parent or guardian related factors
shows great influence to their self-efficacy belief and affect the
range of their mathematics anxiety. It means that the students-
respondents already is not aware to the factors influencing to their
attitude towards mathematics.
3. There is a relationship between mathematics anxiety and self-
efficacy belief.
4. An action plan was made to encourage students that mathematics
is easy and fun to learn.
Recommendations
Based from the findings and conclusions, the following
recommendations are hereby offered.
1. The proposed action plan may be tried out by the students to lessen
their mathematical anxiety.
2. Similar studies should be conducted using purposive sampling to
affirm the findings of the present study.

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ST.

AUGUSTINE SCHOOL OF NURSING LIPA

.Relationship between Mathematics Anxiety and Self-Efficacy Belief

A Thesis Presented to the

In Partial Fulfilment of the Requirements

Approved on Oral Examination with the grade of ____________________

Accepted and approved in partial fulfillment of the requirements

Date of Oral Examination __________________

TITLE: RELATIONSHIP BETWEEN MATHEMATICS ANXIETY

THESIS ADVISER: Ms. Cherrie Anne M. Lat

INSTRUCTOR: Ms. Maridel A. Ilagan

This study entitled “Relationship between Mathematics Anxiety

and Self-Efficacy Belief of selected Grade 12 HUMSS students in the St.

Augustine School of Nursing Lipa Campus”. The purpose of the study is

to know the factors and its contribution to the relationship of

mathematics anxiety and self-efficacy belief of the selected grade 12

HUMSS students of SASN Lipa. The study used descriptive research

method to determine the hypothesis.

The researchers made survey questionnaire as the instrument in

gathering the data and it was interpreted, analysed and presented

using the frequency, ranking and weighted mean. Furthermore, the

profile of the respondents in terms of age, sex, grades in mathematics

(last semester) and variables of the study.

The respondents of the study were the 100 selected Grade 12

Humanities and Social Sciences students of St. Augustine School of

Nursing Lipa. This study showed that

Mathematics is an indispensable subject in the curriculum not only in

the Philippines but also in other countries. It is a unique subject and a

fundamental part of the curriculum in the basic education system of the

importance of Mathematics as a subject.

Mathematics is important as being stated by Matt Bianco in 2015. The first

one is we need to study Mathematics because Math is everywhere. Math is

organized essentially because it was made with math.

The second reason math is important is children need math. Now, as

we all know, children are as chaotic as a volcanic eruption, but children, as

anything when they are adults.

But according to a research studies even from our own experiences as

well, Mathematics has been considered as the toughest subject being

studied by the students. According to the research study conducted by K.

of the primary reasons why Mathematics has been considered as the

toughest subject is because of the attitude of the students towards teaches

the subject (edsys.in, 2018). Everything depends on one’s attitude towards

the subject in question. The student mindset plays an important role. If a

the subject, he will end up developing a phobia towards Mathematics. This in

bring about a lot of difference. It will act as a confidence booster. It simply

considered Mathematics as the hardest subject. Because of that belief that

Mathematics is hard, “People feel tension, apprehension and fear of

tension that an individual usually feel towards mathematics is what we called

as Mathematics Anxiety. Math anxiety is defined as feeling of anxiety that

one cannot perform efficiently in situations that involve the use of

Anxiety in Mathematics is easy to describe. This is manifested

through the feelings of discomfort and nuisance that some individuals

may encounter when having problems mathematics learning. “Feelings

of tension, apprehension and fright that disturbed the usual manipulation of

number and the solving of mathematical problems”, Ashcraft & Faust,

self-efficacy to mathematics anxiety in order for us to create solution upon

changing the belief towards Mathematics as the hardest subject.

STATEMENT OF THE PROBLEM