THE LEVEL OF ANXIETY IN GENERAL MATHEMATICS SUBJECT AMONG

ACCOUNTANCY, BUSINESS AND MANAGEMENT STUDENTS

IN DON RAMON E. COSTALES MEMORIAL
NATIONAL HIGH SCHOOL

A RESEARCH PRESENTED TO THE FACULTY OF

SENIOR HIGH SCHOOL DEPARTMENT
DON RAMON E. COSTALES MEMORIAL NATIONAL HIGH SCHOOL

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS IN

INQUIRIES, INVESTIGATION, AND IMMERSION
ACCOUNTANCY, BUSINESS AND MANAGEMENT STRAND

MARIA FLOR BARNACHEA

ANGELICA CASIL
KELLY ANNE DIVINA
CHERRY MAY LAVARIAS
JONALYN ORIGINES
DINA UBALDO

MARCH 2019
 APPROVAL SHEET
The research entitled “THE LEVEL OF ANXIETY IN GENERAL MATHEMATICS
SUBJECT AMONG ACCOUNTANCY, BUSINESS AND MANAGEMENT
STUDENTS IN DON RAMON E. COSTALES MEMORIAL NATIONAL HIGH
SCHOOL” prepared and submitted by Maria Flor Barnachea, Angelica Casil,
Kelly Anne Divina, Cherry May Lavarias, Jonalyn Origines, and Dina Ubaldo
in partial fulfilment in the requirements Inquiries, Investigation, and Immersion for
the strand of Accountancy, Business, and Management has been examined and
recommended for approval and acceptance.

FRANCISCO GUTING
Inquiries, Investigation, and Immersion Teacher

ARIEL M. TUGARE
HT-III/OIC, SHS
Assistant Principal
DR. ROWENA LEA G. MORENO
Principal
 ACKNOWLEDGEMENT

The researchers wish to express their gratitude and appreciation to:

Francisco Guting, their Inquiries, Investigation, and Immersion teacher, for

being patient in giving critics for the success of the study and waited for it to be

finished.

Jan Darell Casuncad, Emelda Sicuan, for their teacher in Practical Research

1 and 2, for their piece of advice, encouragement, guidance, and being one of

the panellist during the defense of chapter 1 to 3.

Bavilyn Realin, for giving the statistics in their data.

Erica Evangelista, their adviser in Senior High School who guided , inspired

and push them to finish their study.

Their parents, for their love, guidance and support they gave for the realization

of these study.

Their siblings, for their encouragement that gave the researchers strength in

order to pursue this study whenever the researchers feel down and unmotivated.

Especially, our Almighty Father, for his immeasurable support, guidance and
giving the researchers enough wisdom and strength during the conduct of their

study and to their everyday lives. He serves as their eternal source of inspiration.

Without him this wouldn’t be made possible.

M. F. B.

A. M. C.

K. A. O. D.

C. M. C. L.

J. M. O.

D. S. U.

DEDICATION
 We dedicate this study to our Almighty God for his guidance and support to

us because without Him, this study wouldn’t be successful. Also, to our parents

and family who gave us financial and moral support during the conduct of the

study. Next, to our whole ABM 12-ORION class who are always there to cheer us

up to finish this study.

The researchers would also like to dedicate the research study to the

students of DRECMNHS to the SHS Department faculty and the Social Library.

Maria Flor Barnachea

Angelica Casil

Kelly Anne Divina

Cherry May Lavarias

Jonalyn Origines

Dina Ubaldo

TABLE OF CONTENTS
I.THE PROBLEM

Background of the study……………………………………… 1-3

Statement of the Problem…………………………………….. 4

Hypothesis……………………………………………………… 5

Significance of the study……………………………………… 6

Scope and Delimitation………………………………………… 6-7

II.REVIEW OF RELATED LITERATURE AND STUDIES

Related Legal Basis…………………………………………… 8-9

Related Literature…………………………………………….. 9-10

Related Studies……………………………………………… 10-11

Justification of Proposed…………………………………… 11

III.METHODOLOGY

Research Design……………………………………………… 12

Determination of the Sample size……………………………. 12

Sampling Design and Technique……………………………. 13

Subject………………………………………………………… 14
 Research Instrument………………………………………… 15

Validation of Research Questionnaire……………………. 15-16

Data Gathering Procedure………………………………… 16

Data Processing Method………………………………….. 17

Statistical Treatment………………………………………… 17

IV. PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA

Presentation………………………… ………………………. 18

Analysis and interpretation of data…………………………

V. SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

Summary……………………………………………………..

Conclusion……………………………………………………

Recommendation……………………………………….

BIBLIOGRAPHY………………………………………………

APPENDICES

Validation of Research Instrument

Survey Questionnaire

Letter of Approval

Curriculum Vitae

ABSTRACT
Name of the Researchers: Maria Flor Barnachea
Angelica Casil
Kelly Anne Divina
Cherry May Lavarias
Jonalyn Origines
Dina Ubaldo

Strand: Accountancy, Business and Management

Semester: Second Semester
Adviser/Critic Reader: Francisco Guting
Research Title: The Level of Anxiety in General Mathematics Subject Among
Accountancy, Business and Management Students in Don Ramon E. Costales
Memorial National High School

This study conducted to see the profiles of the respondents in terms of their

age, sex and economic status to know how high their anxiety level. This was

conducted to know if there is a significant relationship between the level of

anxiety and age bracket of ABM students..

The researchers used descriptive method. There are total of number one

hundred and fifty(150) respondents of ABM students. A questionnaire that is

used is a survey. The first part of the survey questionnaire is the profile of the

ABM 11 and 12 students. The second part is the list of the curriculum guide of

the general mathematics subject.

To determine their level of anxiety in general mathematics subject, the

researcher used frequency and percentage for the statistics in their data. Based

on the result, out of 150 students on the age analysis 16-17 years old has the

highest percentage having 44%. On the sex analysis female has the highest

percentage having 73.33%. Therefore, there is no any significant relationship

between the level of anxiety and age bracket of ABM students in Don Ramon E.

Costales Memorial National High School.

The following statements show a recommendation based on the

conclusion, the researcher recommends that the ABM students would have the

assessment of General mathematics anxiety incorporated into all curriculum.

CHAPTER I
 THE PROBLEM

Background of the Study

Mathematics is an important subject at the basic, second cycle and tertiary

level. Its importance cannot be underestimated in the national curriculum. The

usefulness of the subject is evident in all subjects including language based

subjects. It is a fact that, success in any form of training and work generally

depends on the ability to understand simple mathematical concepts. effectively.

Moreover, General Mathematics is a basic requirement for furthering one’s

education. Poor performance in General Mathematics among pupils has been a

problem for some teachers in our school especially one student of Don Ramon E.

Costales Memorial National High School.

According to Dr. Stoltz(2000)the Adversity Quotient(AQ)is the science human

resilience. A person who uses AQ successfully easily surpasses the big and

small challenges that confront us everyday. It is also proven that this kind of

person does not only mean they can easily cope up with these situations but it is

better said that they can easily respond better and faster. Stoltz said that life is

like mountain climbing and that people are born with a core human drive to

1
ascend. In present times, students in Senior High School face this present

challenges in school. They have to face the situation where seat works,

assignments, quizzes, midterm examinations, final examinations are taken as a

battlefield in a classroom. Student’s AQ is tested in the battlefield and

unfortunate students fail in their achievement in school because they have been

stunned and conquered by these beastly situations. Some of the students are

having hard time to cope up with General Mathematics. Students on the average

don’t perform well in these subject because they find the problems difficult to

solve. Thus, these will affect their achievement in the field. In Accountancy

Business and Management, where the students are required to take

mathematics courses, the students may experience failure in the subject did not

perform well. This challenge which General mathematics offers, gives the

students the ability to be more logical and analytical in solving not only in

mathematical problems, but can be applied also in real situations. Knowing the

AQ of a person will help them increase their potentials and his problem-solving

skills to conquer the different challenge they may face. If AQ will be fully

understood and utilized, then it may create a better perspective for students in

seriously taking up mathematics courses to use their problem-solving abilities

wisely and at their fullest potential towards resiliency. As a student we would like

to know more about General Mathematics anxiety so we will conduct a study

about it.The researchers conducted the study in Don Ramon E. Costales

Memorial National High School which can be found at Gen. Luna St. Poblacion

Zone ll Villasis Pangasinan. There are eight buildings in Don Ramon E. Costales

2
Memorial National High School, four are finished namely; PagCor Building, PPP

Building, Senior High School Building and the Filipino Building, and the other four

buildings are still on process. The SHS students are occupying seventeen rooms

with the total population of 1,007 students. There are two tracks in SHS namely:

the Academic Track which comprises the Science Technology Engineering and

Mathematics (STEM), the Accountancy, Business and Management (ABM) and

the Humanities and Social Sciences (HUMMS) strand; and the Technical

Vocational and Livelihood Track which comprises the Information and Computer

Technology (ICT) strand. Our study seeks to know the level of anxiety in General

Mathematics subject among Accountancy Business and Management students.

The Grade 11 ABM is composed of 113 students and the grade 12 with 139

students, with a total of 252 students.

They will be reducing the total number of the students into N using the Slovin’s

formula. They will be profiling this number of ABM students as to their level of

anxiety in General Mathematics subject. They will be using a Questionnaire

Likerd Scale.

Statement of the Problem

This study will seek to find out the level of anxiety in General

Mathematics subject among Accountancy Business and Management

students. Specifically this study will seek to answer the following questions.

3
 1.What is the profile of ABM students in terms of:

a. Age

b. Sex

c. Economic status

2. Is there any significant relationship between the level of anxiety and

age bracket of ABM students?

3. Is there any significant relationship between the economic status and

the level of anxiety of ABM students?

III. Hypothesis

Ho1: There is no significant relationship between the age bracket and level

of anxiety in General Mathematics

Ho2: There is no significant relationship between the economic status and the

level of anxiety in General Mathematics

4
Definition of Terms

Anxiety- an abnormal and overwhelming sense of apprehension and fear

often marked by physiological signs ( as sweating, tension, and increase pulse),

by doubt concerning the reality and nature of the threat, and by self-doubt about

once capacity to cope with it.

General Mathematics- extends students’ mathematical skills in ways that

apply to practical problem solving.

General Mathematics anxiety - negative emotional reaction to mathematics

that can be debilitating.

Significance of the Study

With math anxiety’s presence over decades and across learner age groups,

the psychological and educational professions continue to deal with a

phenomenon that hinders the pursuit and enjoyment by learners of activities in

their personal, academic, and professional lives intertwining with mathematical

content.

Math anxiety reduction appears related to a healthy learning climate. One

synonym used for a healthy learning climate is safe space. Little information has

been written to account for a learner’s perspective of safe space (Holley &

Steiner 2005). Determining factors that learner’s view as creating or enhancing.

5
Scope and Delimitation

This research focuses on the level of anxiety in General Mathematics subject in

Don Ramon E. Costales Memorial National High School. This study is limited

to the students of Senior High School of Don Ramon E. Costales Memorial

National High School.

This study also aims to know the perceptions and thoughts of the students

about their anxiety in General Mathematics. At last, the researcher will give a

solution to lessen the level of anxiety of the students.

6
 Chapter II

Review of Related Literature and Studies

Related Legal Basis

This study discusses on the cognitive, behavioral and neuroscientific results

related to math anxiety, which describes the negative feelings of a person in

cases of mathematical calculations.

What we need is to recognize the reasons of math anxiety, such as weak

mathematics instructions, negative feelings toward math courses, negative

mathematics experiences and low self confidence, and to help students in order

to cope with it. As mentioned before, there are various reasons of math anxiety,

and it is very important to diagnose this anxiety at an early age for on going.

Hence, one of the methods use to determine the math anxiety in individuals has

been the method on neuroscience in the recent times.

The brain scanning practices were considered very important for identifying brain

systems between the areas that are particularly related to math anxiety or within

the general areas: these identifications were used to design the treatment based

healing strategies used for the other types of anxieties in order.On the other

hand, the studies that were conducted on math anxiety from the neuroscientific

perspective provided important information regarding how math anxiety affects

the processes of problem solving and reasoning, Yerkes and Dodsoni (1908)

7
stated the relation between curve, when the anxiety tracked through the inverted

U-shaped which means that there is optimal anxiety, the task performance will be

at the best level: this relation has become known as the Yerkes and Dodson

Law. When the results of the study are concerned, it was observed that,

generally, there are activities in amygdala area of a highly-math anxious

individuals brain.

Related Literature

Anxiety about mathematics — highly prevalent across the globe — is associated

with poor math performance. Why is math anxiety related to poor math

performance and how can we reduce this link? Current behavioral and

psychophysiological research reveals that the math anxiety math performance

link is related to both individual (cognitive, affective/physiological, motivational)

and environmental (social/contextual) factors. Several interventions have recently

been developed to alleviate the relation between math anxiety and math

performance. To lower math anxiety and reduce its relation to poor math

performance, future interventions may benefit from focusing on both math-

anxious individuals themselves and those around them. Math anxiety is defined

as ‘a feeling of tension, apprehension, or fear that interferes with math

performance’ While sharing some common features with other types of anxiety,

math anxiety is a separate phenomenon from general trait anxiety or test anxiety

and is associated with specific impairments in processing math-related or

number-related task.
 8

Related Studies

The Neurodevelopmental Basis of Mathematics Anxiety

Math anxiety is a negative emotional reaction to situations involving

mathematical problem solving. Math anxiety has a detrimental impact on an

individual’s long-term professional success, but its neurodevelopmental origins

are unknown. In a functional MRI study on 7- to 9-year-old children, we showed

that math anxiety was associated with hyperactivity in right amygdala regions

that are important for processing negative emotions. In addition, we found that

math anxiety was associated with reduced activity in posterior parietal and

dorsolateral prefrontal cortex regions involved in mathematical reasoning.

Multivariate classification analysis revealed distinct multivoxel activity patterns,

which were independent of overall activation levels in the right amygdala.

Furthermore, effective connectivity between the amygdala and ventromedial

prefrontal cortex regions that regulate negative emotions was elevated in children

with math anxiety. These effects were specific to math anxiety and unrelated to

general anxiety, intelligence, working memory, or reading ability. Our study

identified the neural correlates of math anxiety for the first time, and our findings

have significant implications for its early identification and treatment.

Keywords: cognitive neuroscience, cognitive development, educational

psychology, neuroimaging, mathematical ability

 9

Justification of Proposed Study

This study will result to math anxiety reduction. Math anxiety reduction appears

related to a healthy learning climate. This study will seek to know the perceptions

and thoughts about their pretension in General Mathematics subject. The

purpose of this study is for the students to know if what is the level of their

anxiety. The researchers like to help them through this study. Currently, there is

a strong political focus in New Zealand on a need to increase the mathematical

literacy levels for all students. In New Zealand, one solution being widely

promoted is to ‘accelerate’ the learning of struggling students. In looking more

closely at why some students may be struggling, it is timely to consider the role

of math anxiety and its impact on students’ learning practices and outcomes.

This literature review highlights potential origins of math anxiety and how

teachers might assist in reducing math anxiety in students.

 10

CHAPTER III

METHODOLOGY

RESEARCH DESIGN

This study aims to distinguish The Level of Anxiety in General Mathematics

Subject among Accountancy, Business and Management Students Across

Profile by using Survey Questionnaire.

DETERMINATION OF THE SAMPLING SIZE

A selection of chosen respondents in a way that they present the total population

as good as possible. Our respondents are the Senior High School ABM students

of Don Ramon E. Costales Memorial National High School aged of 16 to 19,they

are the students that had anxiety in General Mathematics Subject that will be

given a Survey Questionnaire.

We use Descriptive Survey method, it is convenience sampling were

respondents will get the Survey Questionnaire and answer it without elimination

and selection. The sample size that we will use were the Slovins formula, where

the N is the population.

 11

SAMPLING DESIGN AND TECHNIQUE

The target population for this research defined to include the Grade 11 and

Grade 12 ABM students in Villasis, the accessible population is the Grade 11 and

Grade 12 ABM student in Don Ramon E. Costales Memorial National High

School, since these are the Grade 11 and Grade 12 ABM students within the

researcher’s reach.

The sample population of this study stood at 77 Grade 11 ABM students and

78 Grade 12ABM students gave a total of 150 respondents.

A stratified purposive sampling procedure will be use for selecting the

participants in this study. This technique will be employ to ensure a fairly equal

representation of the variables for the study. Within each section, election of

students were by simple choosing. This will be achieve by choosing some

students to answer it until the required number is obtained. That is we will apply

sampling without replacement.

Proportionate stratified purposive sampling technique will be employ to select

75 Grade 11 ABM students and 75 Grade 12 ABM students from Senior High

School of Don Ramon E. Costales Memorial National High School. This

proportionate stratification was based on the fact that there are more Grade 12

ABM students than Grade 11 ABM students.

 12

SUBJECT

THE LEVEL OF ANXIETY IN GENERAL MATHEMATICS SUBJECT

Mathematics Anxiety is a negative emotional reaction to mathematics that can

be debilitating. It has been defined as a “feeling of tension” anxiety that interferes

with the manipulation of numbers and the solving of mathematical problems in

ordinary life and academic situations. The severity of Mathematics Anxiety can

range from a feeling of mild tension all the way to experiencing a strong fear of

maths.

Mathematics Anxiety is not restricted to tests or classroom settings. It may

generalize to various real world situations with consequences that otherwise

perfectly intelligent and capable persons develop a severe avoidance of

situations involving any kinds of mathematics even extending to not choosing

careers which include application of mathematics. Mathematics Anxiety is also

not be confused with general anxiety related to assessment. That is,

Mathematics Anxiety is anxiety related specifically to mathematics, not anxiety

about taking tests. It is unique in this regard, as there are not widespread anxiety

conditions for other specific content areas such as reading, writing or history.

RESEARCH INSTRUMENT

This research such include Survey Questionnaire of The Level of Anxiety in

General Mathematics subject. The questionnaire in this study was modified in the
 13

Curriculum Guide Learning Competencies in General Mathematics .This

questionnaire with 25 items used four point Likert Scale ranging from “not

anxious to very anxious”, “very anxious” was counted as 4 points, “anxious” as 3

points, “slightly anxious” as 2 points and “not anxious” for 1 point. The higher the

total points, the more anxious the students are. The first part of the questionnaire

was a function and graphs, it was intended to investigate the students’ anxiety in

General Mathematics function and graphs. The second part of the questionnaire

was Basic Business Mathematics ,which will be use to investigate the students’

anxiety in Basic Business Mathematics. And the last part of the questionnaire

was Logic, which will be use to investigate the students’ anxiety in illustrating

logic.

VALIDATION OF RESEARCH QUESTIONNAIRE

Survey Questionnaire of Curriculum Guide Learning Competencies in General

Mathematics is the instrument that will be use to collect data in the study of Level

of Anxiety in General Mathematics Subject Among Accountancy, Business and

Management students. This questionnaire was adopted from the Curriculum

Guide in General Mathematics K-12 so it must be evaluate by the expert, the

DepEd and the teachers of the us as a researcher before it distributed. To make

the test valid we use content validity. The test is said to have content validity,if its

contents constitutes a representative sample of General Mathematics functions

and equations etc. The test that will be use to collect data in this research is valid

based on content validity because each item of the test came from the K-12
 14

Curriculum Guide in General Mathematics and Questionnaire will be use to get

the data of students Level of Anxiety in General Mathematics.

DATA GATHERING PROCEDURE

The data that will be collect were coded and subsequently subjected to

descriptive statistics of frequency count and percentage for demographic

information which inferential statistics of spearman Rho will be use to test

hypothesis at 0.05 level of significant.

Anxiety questions had Likert Scale of very anxious(VA),anxious(A),slightly

anxious(SA),and not anxious(NA).These responses were assigned values of one

to four, respectively, for the positively worded statements.

DATA PROCESSING METHOD

As a researcher, we will distribute questionnaire and administering test as

method of collecting data.

Questionnaire is some of written questions use to get information from the

respondents. The questionnaire is modification of which was partially based on

the question written from the Curriculum Guide. The questionnaire is composed

of twenty-five questions which are served in the Likert Scale. Likert Scale is used

to measure attitude, opinion and perception of individual or group of individual

 15

about their anxiety in General Mathematics.

STATISTICAL TREATMENT

In order to test the contribution of the independent variables (age bracket, sex,

and economic status against the dependent variable ( general math anxiety

level), several statistical models were used. These include the t-test for the

difference between means, the Chi-Square to test whether there is an

association between independent and dependent variables,

test the significance of the anxiety and Pearson Correlation to test the strength

and direction of the relationship between variables.

 16

Chapter IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF THE DATA

This chapter includes the analysis and interpretation of the data being collected

in relation to the specific problem such as: (1) profile of the ABM students in

terms of the following attributes: a) age b) sex c) economic status; (2) the

significant relationship between the level of anxiety across their age; and (3) the

significant relationship between the economic status across their level of anxiety

of ABM students. The data presented using tables to facilitate understanding on

the discussion of the stated problems on chapter one.

Table 1 presents the data about the profile of the respondent age and gender.

Table 1
Distribution of ABM Grade 11 and 12 Students
In terms of their Profile Variables
N= 150
 Profile Variables Frequency Percentage
Age Bracket (in years)

15 49 32.67 %

16-17 66 44 %

18-19 35 23.33 %

Sex

Male 40 26.67 %

Female 110 73.33 %

GRADE 12

FUNCTIONS AND GRAPHS VA A SA NA Weighted

Mean
4 3 2 1

1. If I can’t represent real life situations using 13 22 40 15 2.37

functions, including piece wise functions I feel…

2. If I can’t evaluate a function I feel… 10 33 39 9 2.51

3. If I can’t solve problems involving function I 7 34 35 15 2.39
feel…
4. If I can’t graph rational functions I feel… 17 24 35 14 2.49
5. If I can’t graph exponential function I feel… 8 30 38 15 2.37
6. If I can’t illustrate laws of logarithms I feel… 6 25 50 10 2.32
7. If I can’t solve logarithmic equation and 11 25 36 17 2.31
inequalities I feel…
8. If I can’t graph logarithmic functions I feel… 13 22 46 9 2.43

9. If I can’t find the domain and range of an 13 24 42 10 2.42

exponential function I feel…

20

BASIC BUSINESS MATHEMATICS VA A SA NA Weighted

Mean
4 3 2 1

1. If I can’t illustrate simple and compound 9 31 31 19 2.33

interest I feel…
2. If I can’t distinguish simple and compound 1 26 32 16 2.38

interest I feel… 4

3. If I can’t solve problems involving simple and 13 31 33 13 2.16

compound interests I feel…

4. If I can’t illustrate simple and general 19 21 39 12 2.54

annuities I feel…
5. If I can’t illustrate stock and bonds I feel… 13 21 39 16 2.32
6. If I can’t distinguish stock and bonds I feel… 13 24 28 26 2.29

7. If I can’t interpret the theory of efficient 16 22 33 20 2.40

market I feel…
8. If I can’t illustrate business and consumer 12 27 37 14 2.41

loans I feel…
9. If I can’t solve problems involving business 19 25 37 13 2.64

and consumer loans I feel…

21

LOGIC V A SA NA Weighted

Mean
4 3 2 1

1. If I can’t illustrate a proposition I feel… 9 28 39 14 2.36

2. If I can’t symbolize propositions I feel… 10 21 37 22 2.21
3. If I can’t distinguish simple and compound 10 36 29 15 2.46

propositions I feel…
4. If I can’t perform the different types of 13 36 33 8 2.60

operations on propositions I feel…

5. If I can’t determine the truth values of 14 29 35 10 2.48

proposition I feel…
6. If I can’t illustrate the different forms of 13 21 46 10 2.41

conditional propositions I feel…

7. If I can’t illustrate the different type of 13 26 35 16 2.40

tautologies and fallacies I feel…

In thirty-five (35) learning competencies has ninety (90) respondents, in functions

and graphs, 40 or 44.44% respondents said that if they can’t represent real life

situations using functions,including piece wise functions they feel slightly

anxious. 39 or 43.33% respondents said that if they can’t evaluate a function they

feel

22

slightly anxious.In 35 or 38.89% respondents said that if they can’t solve

problems involving function they feel slightly anxious. In 35 or 38.89%

respondents said that if they can’t graph rational functions they feel slightly

anxious. In 38 or 42.22% respondents said that if they can’t graph exponential

function they feel slightly anxious. In 50 or 55.56 % respondents said that if they

can’t graph exponential function they feel slightly anxious. In 36 or 40%

respondents said that if they can’t solve logarithmic equation and inequalities

they feel slightly anxious. In 46 or 51.11% respondents said that if they if can’t

graph logarithmic functions they feel slightly anxious. In 42 or 46.67%

respondents said that if they can’t find the domain and range of an exponential

function they feel slightly anxious.

In Basic business mathematics 31 or 34.44% of respondents said that if they

can’t illustrate simple and compound interest they feel anxious and slightly

anxious. In 32 or 35.56% respondents said that if they can’t illustrate simple and

compound interest they feel slightly anxious. In 33 or 36.67% respondents said

that if they can’t solve problems involving simple and compound interests they

feel slightly anxious. In 39 or 43.33% respondents said that if they can’t illustrate
simple and general annuities they feel slightly anxious. In 39 or 43.33%

respondents said that if they can’t illustrate stock and bonds they feel slightly

anxious. In 28 or 31.11% respondents said that if they can’t distinguish stock and

bonds they feel slightly anxious. In 33 or 36.67% respondents said that if they

can’t interpret the theory of efficient market they feel slightly anxious. In 37 or

23

41.11% respondents said that if they can’t illustrate business and consumer

loans they feel slightly anxious. In 37 or 41.11% respondents said that if they

can’t solve problems involving business and consumer they feel slightly anxious.

In logic 39 or 43.33% respondents said that if they can’t illustrate a proposition

they feel slightly anxious. In 37 or 41.11% respondents said that if they can’t

symbolize propositions they feel slightly anxious. In 29 or 32.22% respondents

said that if they can’t distinguish simple and compound propositions they feel

slightly anxious. In 33 or 36.67% respondents said that if they can’t perform the

different types of operations on propositions they feel slightly anxious. In 35 or

38.89% respondents said that if they can’t determine the truth values of

proposition they feel slightly anxious. In 46 or 51.11% respondents said that if

they can’t illustrate the different forms of conditional propositions they feel slightly

anxious. In 35 or 38.89% respondents said that if they can’t illustrate the different

type of tautologies and fallacies they feel slightly anxious.

According to the result, we can say that most of the ABM grade 12 students in

Don Ramon E. Costales Memorial National has the anxiety level feeling of

slightly anxious. Grade 12 ABM can easily identify the functions and graphs,
basic business mathematics and logic, since the General Mathematics subject

was already taken, so it’s not really hard for them because they learn how to

cope up with this subject. Grade 12 ABM know how to handle their uneasiness of

mind.

24

GRADE 11

FUNCTIONS AND GRAPHS VA A SA N Weighted

A Mean
4 3 2

1
1. If I can’t represent real life situations using 5 19 22 17 2.30

functions, including piece wise functions I feel…

2. If I can’t evaluate a function I feel… 5 18 27 13 2.35
3. If I can’t solve problems involving function I 5 24 33 4 2.70

feel…

4. If I can’t graph rational functions I feel… 3 28 27 5 2.58

5. If I can’t graph exponential function I feel… 5 25 29 4 2.62
6. If I can’t illustrate laws of logarithms I feel… 7 23 32 1 2.75
7. If I can’t solve logarithmic equation and 11 17 31 4 2.68

inequalities I feel…
8. If I can’t graph logarithmic functions I feel… 5 23 31 4 2.58
9. If I can’t find the domain and range of an 5 13 37 8 2.35

exponential function I feel…

 25

BASIC BUSINESS MATHEMATICS VA A SA NA Weighted

Mean
4 3 2 1

1. If I can’t illustrate simple and compound 6 16 25 13 2.25

interest I feel…

2. If I can’t distinguish simple and compound 6 16 29 9 2.32

interest I feel…

3. If I can’t solve problems involving simple and 4 20 31 5 2.38

compound interests I feel…

4. If I can’t illustrate simple and general annuities 7 14 38 1 2.38

I feel…
5. If I can’t illustrate stock and bonds I feel… 6 22 26 6 2.32

6. If I can’t distinguish stock and bonds I feel…… 7 11 30 12 2.22

7. If I can’t interpret the theory of efficient market I 11 16 32 1 2.62

feel…
8. If I can’t illustrate business and consumer loans 4 21 32 3 2.43

I feel…
9. If I can’t solve problems involving business and 9 12 38 1 2.48

consumer loans I feel…

26
LOGIC VA A SA NA Weighted

Mean
4 3 2 1
1. If I can’t illustrate a proposition I feel… 12 19 32 0 2.82

2. If I can’t symbolize propositions I feel… 8 22 33 0 2.73

3. If I can’t distinguish simple and compound 8 20 28 7 2.58

propositions I feel…
4. If I can’t perform the different types of 9 21 28 5 2.67

operations on propositions I feel…

5. If I can’t determine the truth values of 8 14 38 3 2.55

proposition I feel…
6. If I can’t illustrate the different forms of 7 26 26 1 2.65

conditional propositions I feel…

7. If I can’t illustrate the different type of 2 22 28 6 2.27

tautologies and fallacies I feel…

In thirty-five (35) learning competencies has (60) respondents, in functions and

graphs, 22 or 34.92% respondents said that if they can’t represent real life

situations using functions, including piece wise functions they feel slightly

anxious. In 27 or 42.86% respondents said that if they can’t evaluate a function

27

they feel slightly anxious. In 33 or 52.38% respondents said that if they can’t

solve problems involving function they feel slightly anxious. In 28 or 44.44%

respondents said that if they can’t graph rational functions they feel slightly

anxious. In 29 or 46.03% respondents said that if they can’t graph exponential

function they feel slightly anxious. In 32 or 50.79% respondents said that if they

can’t graph exponential function they feel slightly anxious. In 31 or 49.21 %

respondents said that if they can’t solve logarithmic equation and inequalities

they feel slightly anxious. In 31 or 49.21% respondents said that if they if can’t

graph logarithmic functions they feel slightly anxious. In 37 or 58.73%

respondents said that if they can’t find the domain and range of an exponential

function they feel slightly anxious.

In Basic business mathematics 28 or 44.44% of respondents said that if they

can’t illustrate simple and compound interest they feel anxious and slightly

anxious. In 32 or 50.80% respondents said that if they can’t illustrate simple and

compound interest they feel slightly anxious. In 34 or 53.97% respondents said

that if they can’t solve problems involving simple and compound interests they

feel slightly anxious. In 42 or 66.67% respondents said that if they can’t illustrate

simple and general annuities they feel slightly anxious. In 28 or 44.44%

respondents said that if they can’t illustrate stock and bonds they feel slightly

anxious. In 30 or 46.62% respondents said that if they can’t distinguish stock and

bonds they feel slightly anxious. In 34 or 53.97% respondents said that if they

can’t interpret the theory of efficient market they feel slightly anxious. In 35 or

28

55.56% respondents said that if they can’t illustrate business and consumer

loans they feel slightly anxious. In 41 or 65.08% respondents said that if they

can’t solve problems involving business and consumer they feel slightly anxious.

In logic 32 or 50.80% respondents said that if they can’t illustrate a proposition

they feel slightly anxious. In 33 or 52.38% respondents said that if they can’t

symbolize propositions they feel slightly anxious. In 28 or 44.44% respondents

said that if they can’t distinguish simple and compound propositions they feel

slightly anxious. In 28 or 44.44% respondents said that if they can’t perform the

different types of operations on propositions they feel slightly anxious. In 38 or

60.32% respondents said that if they can’t determine the truth values of

proposition they feel slightly anxious. In 26 or 41.27% respondents said that if

they can’t illustrate the different forms of conditional propositions they feel slightly

anxious. In 29 or 46.03% respondents said that if they can’t illustrate the different

type of tautologies and fallacies they feel slightly anxious.

According to the result, we can say that most of the ABM grade 11 students in

Don Ramon E. Costales Memorial National has the anxiety level feeling of

slightly anxious. The most worth mentioned here is that grade 11 students knows

their level of anxiety in general mathematics and what are their feelings about the

subject. Grade 11 students can’t easily illustrate simple and compound interest.

Grade 11 students are brave enough to overcome the challenges in general

mathematics subject.

29

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION

Summary of findings
 This chapter presents the summary of the findings, so conclusions drawn

from the findings and the corresponding recommendations. This study was taken

with the general objective of determining the level of anxiety in general

mathematics subject of grade 11 and 12 ABM students in DRECMNHS.

Specifically this study sought to answer the following questions.

1. What is the profile of ABM students in terms of:

a. Age

b. Sex

2. Is there any significant relationship between the level of anxiety and age

bracket of ABM students?

1. Profile of ABM students:

The profile of respondents was derived from the related variables.

1.1 Age

The largest group of respondents was found out on the age bracket

30

16-17 years old with a frequency of 66 or a percentage of 44%.

1.2 Sex

The largest group of respondents was female with a frequency of 110 or

a percentage of 73.33%

2. There is no any significant relationship between the level of anxiety and

age bracket of ABM students.

Conclusion

The best way to combat math anxiety is to prevent it from the beginning. The

best methods for the prevention of math anxiety are to accommodate different

learning styles, have a variety of testing environments, design positive

experiences in math, remove the importance of ego in the classroom, make math

relevant, let students have input in their own evaluations, and emphasize the

importance of original, quality thinking rather than manipulation of formulas. Math

anxiety exists in all levels of students, it can cause mathematics performance

problems for students and its necessary to create intervention programs in order

to reduce or eliminate the issue. Since it has been shown that teachers and

parents directly affect the math anxiety of children positively. It would be

beneficial to start with the children in elementary school before math anxiety

exist.

31

Many students may never achieve success in mathematics without the emotional

and confidence building skills of parents and teachers. Teachers must keep in

mind when creating that they will say and how they say it has as much impact on
the student and the content of the course. It is important for teachers to alter

lesson formats and classroom activities to increase the possibilities of success

for each student. Education of teachers should include classes that incorporate

how to work and speak to children positively to avoid creating anxiety. These

teachers should also learn how to control their own anxieties to avoid affecting

the anxieties of the students, the researchers were unconvinced that Senior high

school students suffer from General Mathematics anxiety. Instead, that teachers

who fail to implement positive practices, actually cause their student to learn

math-anxious behaviour, (Lindquist 1995) Students who are severely anxious

may opt for academic majors within the humanities, fine arts, or social sciences

that require minimal coursework in Mathematics. However, even students who

select majors in which mathematics is not emphasized may be expected to be

successfully demonstrate at least a minimal competency in math as part of their

general degree requirements.

Recommendation

Since we cannot prevent mathematics anxiety for everyone at this time, the

researcher recommend would have the assessment of General mathematics

anxiety incorporated into all curriculum. It should be required of all teachers of

General Mathematics classes to assess their students’ math

32

anxieties. Testing with the version of the MARS test, the Mathitude test or any

other math anxiety measure, at the beginning of the course or school year would

provide valuable data for teachers. This information could be used to pinpoint
where, when, and how each student has trouble with math and can be used to

determine what intervention, if any, is needed. A variety of interventions also

need to be created in order to meet the needs of individual students.

We will never be able to control the attitudes, behaviours and comments of

frustrated students. Therefore, we make it a requirement that , math anxiety be

assessed and addressed for students as well as teachers. There have been

many studies that have supplied for reducing math anxiety of the students.

However, the solutions are only beneficial if they are implemented. Obtaining

assistance for math anxiety should not be on a voluntary basis, it should be a

part of the curriculum for all levels. Our goal should be to strive for higher math

self-concepts and positive attitudes regarding math throughout the education

experience.
 33

CURRICULUM VITAE

Personal Data

Name: Maria Flor Barnachea

Address: Zone 1,Amamperez Villasis, Pangasinan

Date of Birth: June 27,2000

Contact Number: 09983879065

E-mail Address:mariamortos@yahoo.com

Motto: Everything happens for a reason

Educational Background:

Secondary: Amamperez Agro Industrial High School

Villasis, Pangasinan

S.Y. 2016-2017

Elementary: Concepcion Sur Elementary School

 Sta.Maria, Romblon

S.Y. 2012-2013

CURRICULUM VITAE

Personal Data

Name: Angelica Casil

Address:Villasis, Pangasinan

Date of Birth: January 30,2001

Contact Number:09486610244

E-mail Address:l_08@yahoo.com

Motto: Life is Gold

Educational Background

Secondary: Don Ramon E. Costales Memorial National High School

Villasis, Pangasinan

S.Y. 2016-2017

Elementary: Villasis 1 Central School

Villasis, Pangasinan
 S.Y. 2012-2013

CURRICULUM VITAE

Personal Data

Name:Cherry May Lavarias

Address: Amamperez Villasis,Pangasiinan

Date Of Birth: September 15,2001

Contact Number:09077783230

E-mail Address:yrrehcyam@yahoo.com

Motto: Aim high and hit the mark

Educational Background

Secondary: Amamperez Agro Industrial High School

AmamperezVillasis,Pangasinan

S.Y. 2016-2017

Elementary: Amamperez Elementary School

Amamperez Villasis, Pangasinan

 S.Y. 2012-2013

CURRICULUM VITAE

Personal Data

Name:JonalynOrigines

Address:Amamperez Villasis, Pangasinan

Date of Birth:December 30,1999

Contact Number:09467209773

E-mail Address:jonalynorigines@yahoo.com

Motto:Walk with competence

Educational Background

Secondary: Don Ramon E. Costales Memorial National High School

Villasis, Pangasinan

S.Y. 2016-2017

Elementary: Amamperez Elementary School

Villasis, Pangasinan

S.Y. 2012-2013