Chapter 1

PROBLEM AND ITS BACKGROUND

Introduction

Math anxiety, often known as math phobia, is a common occurrence among the

students who have a variety of reasons for their fear. Although mathematics has been introduce

since kindergarten, students from higher level still thinks that mathematics is a very complex,

difficult to learn and hard to pass on. Students are afraid of tackling math problems because of

what they believe other individuals or students think about their ability to solve mathematical

problems or solve equations.

Some research indicates that there are number of reasons that the students are experiencing

difficulty learning mathematics. Which are emotional and environmental factors. Most of

students rely on using mathematical thinking, one could claim that mathematics is an important

component of STEM education. Mathematical knowledge is a critical aspect for students’ future

professional success.

(REFRAIN FROM USING DIFFERENT WAYS OF CITATIONS TAPOS

MAGKASUNOD PA) Emotion plays the most important part in every students’ mathematics

performance (Sharifah Norhuda Syed Wahid, Yusharina Yusof, Mohd Rizal Raza). According to

Wondimu et al. (2012), the uneasy feelings such as panic, being clueless and helplessness when

dealing with something related to mathematics tends to affect the mathematical performance of
the students. Students generally lack the bravery to answer math issues because they are

experiencing panic attacks, uneasiness, and stress, and as result, they forget how to correctly

solve arithmetic problems.

(SINONG RESEARCHER YAN?) In addition, a researcher found out that a home

background, way of teaching and the attitude towards mathematics are the most important factors

affecting the students’ achievement.

According to Aarnos and Perkilla (2012), environmental factors can also contribute to the

math anxiety of the students. He stated that negative viewing of mathematics from parents and

mathematics teachers can affect the students’ attitudes and beliefs toward mathematics.

Therefore, learning style is one among the factors moving student performance and may

cause students to perform better or worse in various subject areas of the class, counting on

however closely it's adapted to their learning style preference (Banaga and Fabella, 2018).

The researchers’ purpose is to help the students overcome their math anxiety. This research

aims to identify the factors affecting the math anxiety of the Grade 12 STEM students of

Moncada Catholic School, Inc.

(ANG RANDOM MASYADO NG BACKGROUND NINYO. KUALNG SA

CONSISTENCY AT COHERENCE. HINDI SMOOTH YUNG READING EXPERIENCE

KASI KUNG SAAN SAAN NAPUPUNTA YUNG TOPIC TAPOS KARAMIHAN PA NG

NADISCUSS AY ENVIRONMENTAL FACTORS)

Statement of the Problem

  The main focus of the researcher is to determine the factors affecting the math anxiety of

the Grade 12 STEM students of Moncada Catholic School.

Specifically, the researchers aim to answer the following question:

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

2. What are the factors affecting the math anxiety level of the respondents?

3. What are the perceived effects of these factors to the academic performances of the

respondents in mathematics?

4. What intervention plan can be suggested based on the findings of the study?

Scope and Delimitation

  The research focuses on the factors affecting math anxiety of Grade 12 STEM students

in Moncada Catholic School, having fifty-one (51) students from STEM A as respondents.

(STEM A LANG TALAGA??)

The study will be applicable only to the respondents of the study and will not be used as

a measure to the effect of math anxiety to the students who do not belong to the population of

the study. (MEDYO NAKAKALITO YUNG PART NA ITO)

This study will not cover other problems that are not related to the factors affecting

math anxiety of Grade 12 Stem of Moncada Catholic School.

(REVISE. KULANG SA SUBSTANCE)

Significance of the Study

    The findings of this study may find relevance and great benefits to the following group

of people concerning to give intervention on Math anxiety of the Grade 12 STEM students.

To the School Administration. This study will be useful for school administration as

findings of this study may be used as bases in formulating intervention use to lessen the anxiety

of the students in Math subject.

To the Math Teacher and Curriculum Planner. This study will be useful for the

teachers and curriculum planner who will be dealing with teaching intervention in Math. This

will help them focus and give attention to the strength and weakness of the learners Math

subject. This will serve as bases for planning and adopting instructional strategies in teaching

Math.

To the Parents and Guardian. This study will be useful for them in terms of having

awareness to their child coping with math anxiety for them to know the capacity and the possible

factors of students in having math anxiety especially to the students taking stem strand.

To the STEM Students. This study will be useful for students taking Math Subjects to

address their fear in mathematics, help boost their self-confidence and to improve their

performance incomes of mathematics. Moreover, this will benefit to replace negative self-talk in

their environmental factor and in order to improve self-efficacy. (CHANGE)

To the Future Researcher and Academic Community. This will give the researchers

the benefits by having sufficient guidelines and sources about math anxiety. This study will be

useful to the researchers in giving intervention for students taking math subjects.

Definition of Terms
In this study, the following terms were defined as follows:

Math Anxiety. Mathematics anxiety is a negative emotional reaction to mathematics that

can be debilitating. It has been defined as a feeling of tension and anxiety that interferes with the

manipulation of numbers and the solving of mathematical problems in ordinary life and

academic situations (E. Brooks, 2020).

Factors. Factor is defined as one that actively contributes to the production of a result

(Merriam-Webster).

Intervention Plan. The act of interfering with the outcome or course especially of a

condition or process (as to prevent harm or improve functioning) (Merriam-Webster).

Effects. The result of a particular influence (Cambridge Dictionary).

STEM. The Science, Technology, Engineering, and Mathematics (STEM) Strand is an

approach to learning and development that integrates the areas of science, technology,

engineering, and mathematics (bec.edu.ph).

 CHAPTER 2

Review of Related Studies and Literature

This chapter presents the relevant literature and studies that the researcher considered in

strengthening the importance of the present study. It also presents the synthesis of the art to fully

understand the research for better comprehension of the study.

Related Literature

Foreign

(STUDY TO) In 1995, a study of Mindy S. Hunters aims to determine the effectiveness of

different factors to reduce math anxiety. The purpose of the study was to determine if increasing

the amount of problem solving, journal writing, group work, and praise would decrease the level

of mathematics anxiety.

According to a mathematics anxiety expert, Sheila Tobias (1993), fear of mathematics is

often covering for resentment, starting when a person was first embarrassed or intimidated in

mathematics class. Time pressure, humiliation, emphasis, on the right answer, and working in

isolation are the other sources of math anxiety (Tobias, 1981). Although math anxiety doesn’t

affect the general intelligence of the students (Morris, 1981; Skiba, 1990), a general agreement

was formed that math anxiety is harmful to mathematics performance. Students in early

adolescence are said to be experiencing an increase in the level of math anxiety (Meece,

Wigfield, & Eccles, 1990), It is essential to develop and test, and various strategies should be

implemented before it reaches its peak.

 The procedure started in January 26, 1995. Letters was sent home with each student’s

informing their parents/guardians about the study requesting permission for each student to take

part in. The Mathematics Anxiety Rating Scale- A (MARS-A) was used to determine the math

anxiety of the participants. Participants are grouped into 2. One group was a Level 2

mathematics class and the other one was a Level 3 mathematics class.

Findings indicated that group works, problem solving, journal writing, praise doesn’t

significally decrease the math anxiety of the participants in Level 2 mathematics class. But the

said strategies decreases the math anxiety level of the participants in Level 3 mathematics class.

According to Gomez Chacon (2000), the high number of students failing mathematics

courses at various educational levels could be linked to the emergence of negative attitudes

brought on by a variety of personal and environmental factors, so identifying these elements

could be the first step toward effectively counteracting their influence. These characteristics are

linked to poor mathematics performance, according to Ashcraft and Faust (1994), and the

consequences wordsen with more complex arithmetical problems.

Eugene Geist (2010) in “The anti-anxiety curriculum: Combating Math Anxiety in

the Classroom”. Though in practice it is somewhat ill defined. Beginning in 1972, the

Mathematics Anxiety Rating Scale (MARS) was developed by Dr. Suinn Richard. (Wu, Amin,

Malcarne, Menon, 2012) While an improvement in understanding anxiety in practice, it is

unclear how Dr. Richards conceptualized.

Mathematics anxiety is defined as a person's unpleasant reaction to numerical and mathematical

work. High math anxiety has lately been linked to poor math performance, developmental

dyscalculia, and low self-efficacy in math learning by researchers. Math anxiety scales have

primarily been developed and validated for secondary and high school pupils.
Though the construct of mathematics anxiety is vague within mathematics education, it is

apparent that the construct being measured has a considerable correlation with student success in

mathematics. Helping to determine the causes and means to reduce anxiety would be a great

boon to current and future students of mathematics. This paper explores the research

community’s exploration into these topics. Causes of Mathematics Anxiety. There have been a

large variety of hypothesized reasons for why students develop anxiety in mathematics. One of

the early mathematics anxiety researchers, Tobias, has been a significant proponent of the view

that gender plays a large role in mathematics anxiety. She has withdrawn from her belief that

females are the only ones who must cope with mathematics anxiety in a significant way, but still

recognizes obstacles that women can face. Though Hembree’s (1990) does support her findings

that girls exhibit more mathematics anxiety. Though, it would appear that most, if not all

students are sometimes subject to enough anxiety to alter their performance ability. (Mitt,

2012)In her book, “Overcoming Mathematics Anxiety”, submits a set of environmental factors

that many girls are exposed to that may influence their heightened anxiety. Tobias (1993) views

cultural belief as a primary cause for girls’ mathematics troubles. This describes the conviction

that girls are less proficient at mathematics.

Tobias postulates that, “Ironically, fear of being too smart may lead to such passivity in the

mathematics class that eventually these girls develop a conviction that they are dumb.” (Tobias,

1993, p.63). Even those that persevere may find that they are isolated from peers who share an

interesting mathematics, lacking a person they can learn mathematics fluency with, outside of a

possible parent. In fact, Geist (2010) hypothesizes that the increased stimulation from a more

mathematics inclined home environment is a primary reason that parent education is so highly

correlated with success in mathematics, implying that many children may be left almost entirely
without someone to converse with mathematics emantically. In addition to limiting beliefs of

various sorts, Tobias states that society handicaps women by making an assertive personality

undesirable, suggesting that if girls were more encouraged to be less passive and have a greater

locus of control, that they would find more success in mathematics. For Tobias, the cause of

mathematics anxiety is primarily a society that artificially hampers girls’ abilities, causing them

to be anxious about performance

Geist (2010), a proponent of new teaching methods that taking student thinking into account,

also recognizes that gender issues and parental education can play a part in mathematics anxiety.

However, he more emphasizes the prominent role that teachers play in creating atmosphere and

lesson plans. Traxlerrisk tests that value rote learning and recitation cause higher anxiety.

In addition, more research must be done to determine how a student’s past experiences and

history play a role in how learning programs affect their mathematics anxiety level. There is

certainly relationship between mathematics anxiety and performance. However, Hembree (1990)

suggests there is little evidence that poor performance causes mathematics anxiety or even that

IQ is a determining factor. To back up this idea, Jansen (2013) actually implemented a program

that became more or less difficult based to match the student’s abilityin order to ensure that

students got an approximate portionof them correct. There was not a significant difference in the

groups’ anxiety levels at the end of the study. It ispossible that the aversion and anxious thought

patterns could be built up over time. However, it does not appear that levels of success have a

significant effect on anxiety according to Jensen’s study.

Witt (2012) claims that, “The anxious reaction causes a fall in central executive working

memory functioning, something that has been shown in many studies to underpin successful

mathematics ematical processing.”

Geist (2010) implies that many of the rote ways of learning and teaching mathematics over time

are the partial cause of the stress students experience. The absence of those factors may also

contribute to decreased mathematics anxiety. Most of the ways that mathematics education

researchers have tried interventions involves a change of pedagogy. There is a lot of research

done on cognition and behavior change in psychology that could have application to

mathematics anxiety issues, either as a separate supplement to pedagogy, or to influence the way

lessons are given. Unfortunately, most of the research done on this area is somewhat obscure and

has not yet entered into the mainstream. One of the most comprehensive examples of testing

these approaches was Hembree’s (1990) study. Interventions in the study fell into three

categories, classroom accommodations, behavior therapy, and cognitive therapy. Classroom

interventions were not particularly effective at reducing mathematics anxiety or test anxiety.

These involved offering a variety of amenities to students, such as small groups, self-paced

work, and tutorials. The behavioral therapy was also fairly unsuccessful. However, the cognitive

therapy showed some good results. There was moderate success in using cognitive therapy to

correct negative beliefs. There was the most significant drop in anxiety when using systematic

desensitization techniques. This seems to confirm Lyon’s (2012) study indicating that

mathematics anxiety is primarily caused by the anticipation of mathematics. Karimi and

Venkatesan (2009) introduced one of the more recent examples of a cognitive therapy study.

Their results were promising, as there was a significant improvement in the experimental group

compared to the control

Joshua Traxlergroup. However, their results are hampered by not specifying what cognitive

behavior therapy they introduced exactly, making the results somewhat vague. In addition, it is

clear that part of the project involved desensitization mathematics problems. This part of the
program seems like perfectly effective work, but makes it harder to determine if it was the

cognitive therapy that contributed to the gains or merely more exposure to relevant material. This

is an adequate start, but it is clear that more research must be done before determining the

efficacy of behavioral therapy from modern psychology. In addition to these larger scale therapy

interventions discussed, there are some simple techniques from modern psychology that have

shown promise for students with high mathematics anxiety. Simply having a student write down

their worries and concerns about their mathematics class can alleviate some mathematics anxiety

(Maloney, 2012). Conclusion from the literature, it appears that there are three primary causes of

mathematics anxiety. These are beliefs, learning environment, and an anticipatory response.

In 2013, Shamim Nisar Shaikh in the Journal of Education and Vocational Research, aims

to determine the level of mathematics anxiety of the Grade 4 students in selected International

Schools in Bangkok in terms of Cognitive Factors, Psychological Factors, and Environmental

Factor. Math Anxiety Opinionnaire (MARS) developed by Richardson and Suinn (1972) was

employed to collect data. The biggest percentage of responses (35%) was at Ekamai International

School, followed by Modern International School (26%) and the Trinity International School

(25%). The mathematics test based on the National Curriculum Framework for Grades 4 and 5.

The data collected were analyzed and coded using the Statistical Package of Social Science or

also known as the SPSS version 16.0. The result for the Grade 4 students’ math anxiety level was

shown with a Moderate level with the mean o 51.04 and the standard deviation 17.84. The values

of the mean of the three factors for math anxiety vary from “Moderate” to “High”.

Environmental factor with coefficient variation of 0.2425, followed by Cognitive factor with

0.3790 and Psychological factor with the consistency of 0.3987. It was found that Environmental
factor was the main factors that contributes to the math anxiety of the students. While

Psychological factor was the least contributing factor for math anxiety.

According to the article of Anne Dowker, Amar Sarkar, and Chung Yen Looi (April 2016),

mathematics anxiety is inextricably linked to mathematical ability, and it cannot be reduced just

to a mathematical issue. Dowker, Sarkar, and Looi described various ways which math anxiety

can be measured, both by questionnaires, and by psychological measures. They also discuss

some possible factors in mathematics anxiety, including genetics, gender, age, and culture.

(SOBRANG DAMI. CHOOSE 5 LANG. ALSO, YUNG WAY NG PAGREREVIEW

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Mathematics anxiety was 1st examined and outlined within the year 1950. It refers to the

sentiments of tension, apprehension, or concern that interfere with one's performance in

Math(Ashcraft, 2002)Further, it's aforesaid to own a way higher reference to the intensity of

learning than early stages of accomplishing data (Cates & poetiser,2003). in keeping with Merritt

(2011) science anxiety may be a general and universal concern for all students worldwide. Thus,

mustn't be treated and confined to a one-dimensional construction and interpretation. Studies of

science anxiety have exhibited gender to be one in all the foremost vital and crucial variables.

analysis showed that important variations within the level of science anxiety of males and

females exist (Bourquin, 1999). additionally, the foremost recent finding instructed that women

and boys square measure illustrating noticeable variations once it involves assessing the amount

of their science anxiety. Results illustrated that females showed the next level of tension than

boys (Ballado,2014). However, findings on the same issue square measure still incompatible

with some results (Baloglu&Zelhart, 2007). Therefore, the causes underlying gender variations

as way because the levels of arithmetic anxiety square measure involved haven't however been

determined and known with any degree of certainty. though science anxiety will have an effect

on all ages, it absolutely was found that this is often additional seemingly to begin at Associate in

Nursing early age. youngsters between the ages of 9 to eleven years previously exhibit a major

level of arithmetic anxiety (Newstead, 1998). However, this phenomenological concern has the

potential to continue throughout the secondary or middle year of the scholars (Wigfield&Meece,

1988) and might seem till faculty years (Bourquin, 1999). Thus, arithmetic anxiety ought to be a

subject of concern, particularly in academic fields resulting in an additional organized and

longitudinal finding as the way joined of the foremost important variables, age, is bothered.

In the study of Julgin S. Senajonon (2013) about Math Anxiety and Academic Performance

that was presented to the Faculty of Philippine Women’s College of Davao, Davao City, he

stated that  Students' attitude plays an important role on their mathematics performance. The

assumption that something called "attitude" plays a key role in learning mathematics has

prompted research on attitude in the field of mathematics education (Neale, 1969).

Anxiety is described as stress, tension, and strain introduced into one's body and psyche by

(Noting, 2006). It can be of two types: somatic, which involves a loss of body control, sweaty

palms, neck pain, or nausea, and cognitive, which involves a loss of concentration, negative self-

talk, feelings of doubt, or mind wandering from the test. It is accompanied by a sense of

helplessness because the anxious person feels blocked, unable to find a solution to his problem.

Mathematics anxiety, according to Tobias (1993), is defined as feelings of stress and anxiety that

interfere with the manipulation of numbers and the solving of mathematical problems in a wide

range of everyday and academic circumstances, and can cause one to forget and lose one's self-

confidence.

According to Cabahug and Ladot (2005), the University of the Philippines' greatest failing is in

mathematics, according to the Philippine idea.

Repetition in mathematics is also typical among UP students, with one out of every three

students repeating a mathematics subject. According to Cabahug and Ladot (2005), the staff of

the UP Cebu Natural Science and Mathematics Division, or NSMD, has noticed a decline in

student performance in basic mathematics. It is also suggested that one's attitude toward

mathematics and mathematical accomplishment has always been a factor, according to Fullarton

(1993).

As mentioned in Cabahug and Ladot (2005), said that bad mind-set in the direction of arithmetic

is frequently being stated as one of the contributing elements to decrease participation and much

less fulfillment withinside the courses

Neale(1969) nevertheless mentioned in Cabahug and Ladot (2005), stated that the mind-set

toward arithmetic impacts overall performance as overall performance in flip impacts attitudes.

Many specialists are interested in math anxiety because they want to learn more about the

elements that produce it. Tobias (1978) referred to it as "sudden death" , but Kogelman and

Warren (1979) define it as an adverse reaction to mathematics, while Byrd (1982) defines it as

any situation in which a person experiences anxiety "when confronted with mathematics in any

way," which includes the three main factors of environmental, intellectual, and personality

variables.

Environmental, which includes classroom issues, parental pressure and the perception of

mathematics. Suggate, Davis, and Goulding (1998), suggests that lack of enjoyment in students

when learning mathematics are caused by past experiences of failure with teacher’s high

expectation. Intellectual variables includes a self doubt and mismatch of learning styles.

Personality factors includes the doubt of the student to ask questions in class and a low self-

esteem.

Ruffins (2007) found math anxiety had psychological symptoms. These symptoms included

panicking, a feeling of helplessness, and nervousness before a math class.

According to Bower (2001), “by about age 12, students who feel threatened by mathematics start

to avoid math courses, do poorly in the few math classes they do take, and earn low scores on

math achievement tests. Some scientists have theorized that kids having little math aptitude in

the first place justifiably dread grappling with numbers.

Meneses (2008) argued that worry may give rise to anxiety and it is more often imaginary than

real and generalized emotional state rather than specific one, In short, the individual is not
anxious about specific things worry for students relates primarily to cognitive concerns about the

consequences of failure. Students who think or verbalize a negative or pessimistic expectation

manifest worry. One of the most threatening events that may cause anxiety among the students

today is examination. When students develop an extreme fear of performing poorly on an

examination, they may experience anxiety. Test anxiety is a major factor contributing to a variety

of negative outcomes including psychological distress, academic underachievement, academic

failure, and insecurity. Although many students have the cognitive ability to do well on

examinations, they may not be able to do so because of a high level of anxiety.

Joseph D. Reyes (2019) in the Journal of Humanities and Education Development, a

descriptive research approach about Mathematics Anxiety and Self-Efficacy: A

Phenomenological Dimension enabled the researchers explore students’ views about their

learning strategies. This also helped to answer what was going on in the participants’ particular

learning and experience regards to their anxiety and self-efficacy.

Fennema and Peterson (1983) said that those students that have low self-efficacy and has poor

concentration have the high chance to have math anxiety and to failed the examination.

Mathematics anxiety is related to those students feeling tense when working with numbers or

solving mathematical problems. Chin (2008) points out that the higher the math anxiety, the

lower will be the math learning, mastery and motivation. Alsup (2004), Math anxiety is

decreased by the interactive and collaborative teaching strategy. According to Conozinado

(2009), students learn and enjoy mathematics through the experience that the teacher provides.

In addition, Medina (2005), showed that mathematics skills are related to sex, types of school

graduated from, to attitude towards Math, scores notably getting better with more positive

attitude towards the subject.

(SAME COMMENT AS FOREIGN LIT)

Related Studies

Foreign (IMPROVE. DAMING OUTDATED NA STUDIES. REFER TO THE SAMPLE

THESIS I GAVE PARA ALAM DIN NINYO KUNG PAANO ITSURA NG REVIEW. )

In year 2002, Furner and Duffy stated that school system, gender, socio-economic status,

and parental background can affect the mathematics anxiety of a student. Oberlin (1982), on the

other hand point out that using common techniques such as same teaching methods to solve math

problems can also leads to mathematics anxiety. When math anxiety is examined, variables that

may affect math anxiety can be defined. And the study indicated that, students’ achievement

motivation plays a significant role when it comes to the existence of mathematics anxiety.

According to Ashcraft, Moore, and Obelin (2010) they stated in the article “Mathematics

anxiety among STEM and social sciences students: the roles of mathematics self-efficacy, and

deep and surface approach to learning” that Several variables can contribute to mathematics

anxiety. Unpleasant teaching and assessment practices for pupils, such as time testing and

assigning mathematics as punishment, may impact the expansion of mathematics anxiety at all

levels of education. Despite the fact that mathematics anxiety may have appeared early in life,

research has demonstrated that it is possible to lessen mathematics anxiety at all stages of

education. When asked to complete a mathematical task or issue, mathematics anxiety is defined

as emotions of terror and powerlessness.

In the early 1950’s, researchers (Dreger and Aiken, 1957; Gough, 1954; Hembree, 1990)

suggested that factors of math anxiety were influenced by non-intellectual factors such as math
anxiety. Several studies also examined the direct effect math anxiety had on student achievement

at the middle school. Ashcraft (2002) described highly math-anxious individuals who avoid math

and lower their competency and even ultimately alter their career path. Mathematics anxiety is

creating a discrepancy between the proficiency levels in mathematics achievement (Ashcraft,

2002; Geist, 2010; Hembree, 1990; Scarpello, 2007).

Aarnos and Perkkila (2012) study and stated, mathematical anxiety found in students

can be caused by environmental factors. He stated that negative experience with parents or

teachers in viewing mathematics might affect their children as negative attitudes and beliefs.

This finding supported by Maryam et al. (2010) describes that students will affect mathematical

attitudes such as trying to avoid mathematical courses with negative attitudes and belief in

mathematics.

In the study of Whyte and Anthony (2012) that Despite the fact that most young children

arrive at school with a well-developed, informal understanding of mathematics, it is apparent that

the classroom can be a place where math anxiety can grow and thrive. According to research

(e.g., Vinson, 2001), math anxiety may have its roots in teaching and teachers, which suggests

that, in combination with parental and societal factors, math anxiety may have its roots in

teaching and teachers, with math anxious teachers occasionally resulting in math anxious

students. Drills, flash cards, and work sheets; assigning the identical work to everyone; teaching

to the textbook; insisting on only one correct way to solve a problem; emphasizing on basic skills

rather than concepts; and whole-class instruction are all examples of traditional instructional

activities. teaching features of math-anxious teachers (Gurganus, 2007). Despite systemic

attempts in New Zealand to strengthen primary mathematics programs (Higgins & Parson,

2009), we still have a "long tail of mathematical underachievement" (Higgins & Parson, 2009).
(Neill, Fisher, & Dingle, 2010, p. 1)and traditional approaches of learning mathematics are still

prevalent in our schools (Young Loveridge, Taylor, Sharma, &Hwera, 2006).

In the study of Milka Elena Escalara-Chavez, Elena Moreno-Garcia-Santillan, and Carlos

Alberto Rojas-Kramer (March, 2016), they defined mathematics as a competitive tools for

achievements, regardless of the social and economic standing of the students.

However, there is a significant difference in academic attainment. As a result, educational

research has focused on this topic in recent decades. The purpose of this study is demonstrate

that there is math anxiety among high school students at a private institution Rioverde in San

Luis Potosi, Mexico, and to see if there is a gender difference. The Auzmendi sub-scale

questionnaire was employed. The findings indicate that high school pupils are anxious about

arithmetic, and that women are more anxious that males. In conclusion, math anxiety is a

learning concern for high school students, with women experiencing it more frequently than

males.

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The study of Aldrin John J. Estontanto (2017) looked at the effects of math anxiety and the

factors that contribute to it that induced concern in senior high school students studying pre-

calculus Sorsogon's STEM (Science, Technology, Engineering, and Mathematics) Sorsogon

City State College. The descriptive correlational research design was used. There were 88 replies

out of a total of 188. (180) pupils from the Laboratory High School, or two (2) out of four (4)
sections were chosen at random to take a math anxiety test Sixty-seven of them Math anxiety

was discovered in (67) pupils. There is a substantial link between arithmetic anxiety and student

achievement. pre-calculus The subject's nature, the student's factor, and the parents' factor were

the key causes of the pupils' concern.

Some of the main factors why mathematics anxiety arise are difficulty in understanding

mathematics concept, lack of motivation, study habits, teachers’ high expectations, the congested

curriculum in math, weak foundation of students in the fundamental skill, lack of appropriate

facilities, and the negative perspective and attitude toward mathematics (Laguador, 2013; Lee

Chua, 2005). And all those said factors, researchers believe that the negative perspective and

attitude of Filipino toward mathematics has a profound bearing on the mentioned educational

dilemma.

There is a substantial link between arithmetic anxiety and student achievement. Pre-calculus, the

subject's nature, the student's factor, and the parents' factor Were the key causes of the pupils'

concerns. The results of the National Achievement Test (NAT) during the previous five years

demonstrated how poorly Bicolano children performed in Mathematics when compared to their

other courses such as English and Filipino (Dep. Ed. Region 5, 2013). This demonstrates how

inadequate Math instructors' pedagogy is, despite the government's efforts to improve

educational quality. Despite the fact that this was a scientific study, several opponents questioned

the researcher's methodology and the quantity of respondents employed. These findings may be

accurate for the respondents, but they cannot be used to support the notion that girls are weaker

in mathematics in general. Tobias (1993) emphasized that it is the societal idea that leads girls to

be more anxious about arithmetic than boys.

 In the study of Banaga and Fabella (2018), entitled “Learning Style And Mathematics

Anxiety Of Calawis National High School” that Mathematics is crucial in just about every field.

In FACT, mathematical knowledge plays a significant role in understanding the contents of

various school subjects such as science, social studies, and even music and humanities. This

makes arithmetic one among the most important subjects within the data and learning it's very

important throughout one’s existence not exclusively in schooling but also in preparation for

careers. However, people, notably students, do not learn within constant approach. Kolb (1984)

defined learning as “the technique whereby data is created through the transformation of

experience. Data results from the combination of grasping and transforming experience.”

Grasping experience refers to the tactic of taking in information, and remodeling experience is,

but individuals interpret and act on that information. This suggests that utterly completely

different people use different learning styles and thus the effectiveness of learning styles

additionally varies among individuals. Therefore, learning styles one among the factors moving

student performance and may cause students to perform better or worse in various subject areas

of the class, counting on however closely it's adapted to their learning style preference. Students’

low action in arithmetic or low interest throughout this information base might be attributed to

lack of knowledge within the sector or it should result to students having difficulty with learning

styles ensuing to discipline anxiety and negative perspective towards this learning style and

arithmetic anxiety seven subject area.

Various studies (Erturan and Jansen, 2015; Delado, Espinoza and Fonseca, 2017; Vakili

and Pourrazavy, 2017; Ramirez et al, 2018), pointed out that math anxiety gives a negative

impact in mathematics performance of the students. Learners with high math anxiety tends to

perform negatively, suggesting that more attention must be given to learners (Widiasih,
Permanasari, Riandi, and Damayanti, 2018). Because of this, educators will be guided to develop

the kind of strategies, innovations, and interventions.

In the study of L Estonanto and Dio(2019) entitled "Factors causing Mathematics Anxiety

of Senior High School Students in Calculus ". Mathematics anxiety has a significant influence

on the learner's academic achievement. This study examines the many factors that contribute to

math anxiety among high school students studying calculus. The abstract mathematical ideas of

Calculus, the teacher's teaching style and attitude, and the student's weak comprehension and

analytical skills were all key causes, according to the research.

(NO SYNTHESIS????)

Conceptual Framework

The study’s step is to figure out what factors affecting respondents’ math anxiety. To

evaluate the factors affecting respondents’ math anxiety, the researchers will conduct a survey

and use a questionnaire that will be administered by the researcher and answered by the

respondents to determine the factors affecting math anxiety. The researcher will assess the

respondents’ overall factors affecting math anxiety and learn about the numerous aspects that

contribute to the respondents’ math anxiety by analyzing the questionnaire.

(BAKIT WALANG LAMAN YUNG CONCEPTUAL NYO?)

 Input Procedure Output

 Math Anxiety Level  Questionnaire  Overall Math

of the Respondents  Likert Scale Anxiety Level of the
 Factors affecting the respondents
math anxiety of the  Identified factors
respondents affecting the math
 Perceived effects of anxiety level
math anxiety to the  Identified effects of
academic math anxiety to the
performance of the academic
respondents performance
 Intervention plan

Fig. 1 Paradigm of the study

The study’s paradigm includes three boxes that provide an overall outline and process for the

researchers to follow when performing the research. Factors affecting math anxiety, level of

math anxiety, and effects of math anxiety on respondents are some of the questions that need to

be addressed in the research, as stated in the first box. Another box, shown by an arrow, is the

procedure, which contains the survey and questionnaire. The researcher will utilize this as their

instrument to collect important data. The final box will show the study’s output, or results, as

well as a strategy that should be considered when reviewing the study after it has been

completed.
 Chapter 3

METHODS OF STUDY AND SOURCES OF DATA

This chapter presents the method of the research, the locale and respondents of the study,

the method of gathering data, the research instruments and the statistical treatment of the

gathered data.

Research design

This study applied a quantitative method of research for data collection. To obtain

an accurate profile of the problem, a descriptive study design was used. The researchers

chose this design for this study to describe and seek in-depth understanding about the

factors affecting the mathematics anxiety of the STEM respondents. The purposes of this

study are: to describe, explain, and validate findings about that certain issue being

addressed. (PAHAPYAWAN ANG INSTRUMENT DITO)

Respondents of this study

(HINDI MATCH YUNG SCOPE AND DELI NINYO SA MGA DETAILS NA

NANDITO) This study involves ninety-seven (97) students from STEM A and STEM B of

Moncada Catholic School, Inc. of the School Year 2021-2022. However, the study only

included STEM Students because they are the one that takes more math subjects than the

other strands. The respondents of this study consist of 86 students as a respondents (89% of

the total papulation) coming from two different section of Grade 12 Stem students who are

randomly selected. The two different sections are Stem A having 45 respondents, and Stem

B having 41 respondents.
The distribution of the respondents is reflected in table 1:

Table 1
Distribution of Respondents

Section Number of students Respondents

Stem A 51 45

Stem B 46 41

Total 97 86

Sampling Technique

The researchers used Rumus Slovin formula in selecting respondents of the study. Rumus

Slovin is a sampling method used when it is not possible to study the entire population. As

shown in table 1, the total number of respondents was 86 which corresponds to the 89% of the

total number of Grade 12 Stem students of Moncada Catholic School. The total number of

students per section multiplied to 0.89 to determine the number of respondents in every year

level.

n = number of sample size

N = total population
N
e = confidence level/margin errorn=
1+ Ne 2

(HINDI PO SAMPLING TECHNIQUE ANG SLOVIN. ULIT-ULIT KO PA SINABI SA

INYO. RANDOM SAMPLING PO ANG PWEDE SA STUDY NINYO. ANG SLOVIN
GINAGAMIT LANG PO TO GET THE NUMBER OF YOUR RESPONDENTS)

Data Gathering Procedure

 (ANONG COMPANY EXECUTIVES???) Before beginning the study, the researchers

will review the questionnaires with one of the panels. Three researchers used Facebook

Messenger to contact company executives and encourage them to complete self-administered

questions on Google Forms, an online survey platform. The Google Forms will be sent over

messenger, and respondents will have 30 minutes to complete the questionnaires. The

researchers will choose who will take part in the survey, and each part will give written consent.

The researchers will also request permission from STEM strand students in Section A and B to

be study participants. In addition, the researchers will seek permission from the respondents’

teachers to exempt them from taking the test.

Prior to data collection, participants will be informed about the study's aims, the

confidentiality of individual data, and other ethical considerations outlined in the survey

guidelines. The participants will be asked to answer as many questions as possible by the

researchers. They could, however, just leave it blank if they are unsure of the answer.

For data documentation, the data will be entered into Excel. To summarize the data,

descriptive statistics of the sample's demographic characteristics and each question item will be

used.

(REVISE EVERYTHING IN THIS PART! WAG NAMAN KAYO KOPYA NG KOPYA

LANG)