MATHEMATICAL ANXIETY AND SELF-ESTEEM OF JUNIOR HIGH SCHOOL

STUDENTS IN ABA AL-KHAIL COMPUTER SCHOOL 2019-2020

A Research Paper
Presented to the Faculty Members of the
Aba Al-Khail Computer School
Marawi City

In Partial Fulfilment
Of the Requirements for the Course in
Research 2
nd
2 Semester, 2019-2020

ALNOR D. DISOMIMBA

February 2020
 ACKNOWLEDGEMENTS

In the name of ALLAH, the Most Gracious, the Most Merciful, praise be to ALLAH, the

Lord of the universe and may peace and blessings be upon Prophet Muhammad, His

messenger.

The researcher would like to express his gratefulness to these great people who had

encouraged him and supported him in writing this manuscript. He is blessed for having

these people who were always by his side in his pursuit of finishing this, namely:

His thesis adviser, MS. AISAH BAYABAO DIMASAR – for her support,

advices, guidance, valuable comments, suggestions and provisions that benefited him so

much in the completion and success of this study. Also for giving her love and care in

doing this research. Sharing her knowledge in the analysis of data and its statistical

computations. And lastly, by giving an endless help to finish this manuscript. The

researcher is very thankful for having such adviser.

His respondents: the Junior High School Students of Aba Al-Khail Computer

School - for allowing the researcher to conduct the study on their respective premises;

His parents, H. Sittie Noraniah Disomimba and H. Abdul Latif Disomimba - for

the love, words of wisdom, for being a supporter as well, for the high contemplation

towards the researcher which increased the researcher’s desire towards achieving triumphs

and had helped the researcher in increasing the commitment to make the manuscript

feasible. The researcher knows that he could never repay all the unconditional love and

ii
care that they gave to him since birth. He is infinitely thankful for the good life that they

gave to him;

His second family: Wizzo - for the assistance and support during the distribution

of the survey questionnaire, for constantly being there for him and for the unconditional

love and care and for reminding him always about the manuscript and for the time,

understanding, and help. The researcher appreciates the effort and piece of encouragement

are deeply appreciated.

iii
 DEDICATION

For his dream,

To his parents,

To the people who always believe in him

And always there to guide and encourage him,

And most specially to the ALMIGHTY ALLAH (SWT)

iv
 ABSTRACT

Alnor Diongal Disomimba. “MATHEMATICAL ANXIETY AND SELF-

ESTEEM OF JUNIOR HIGH SCHOOL STUDENTS IN ABA AL-KHAIL
COMPUTER SCHOOL 2019-2020”. Research Paper, Aba Al-Khail Computer School,
January 2020.

Thesis Adviser: Aisah Bayabao Dimasar

This study sought to answer the following specific questions: (1) what is the profile
of the respondents in terms of: age, gender and grade level; and (2) is there a significant
relationship between the mathematical anxiety and students’ self-esteem.

To answer the above mentioned questions, the study used the cross-sectional survey
research design. The study used a descriptive approach in the interpretation of the data.
Further, descriptive statistics such as frequency counts and percentage distribution were
used in analysing the data. In order to ascertain the variables involved, the study made use
of a self-made structured questionnaire as a main instrument in getting the primary data.
The questionnaires were distributed to the respondents to elicit their responses. The
questionnaires were distributed at Aba Al-Khail Computer School both Annex A and
Annex B.

The findings on profile have shown that respondents were mostly at the age of 12
to 14 years old; females; and a Grade 7 students.

Another, findings had shown that the respondents interpreted the mathematical
anxiety as “sometimes”. Based on the students responses, they sometimes feel or
experiencing mathematical anxiety, the feeling of nervousness and apprehension towards
math problems, classes, or exams.

Moreover, the respondents agreed that mathematical anxiety affects their self-
esteem by interpreting the questions as “always”. That nervousness towards anything
related to mathematics really influence their self-esteem that reflects an individual’s overall
subjective emotional evaluation of his or her own worth.

Based on the findings, the following conclusion were drawn: The data gathered
presented that having a mathematical anxiety can affect someone’s self-esteem. Most of
the time, they experience of having mathematical anxiety and that causes of having low
self-esteem on their self. As stated on the second part of this study’s chapter 4, nine (9) out
of ten (10) statement indicators were interpreted as “sometimes” and that really shows that
the respondents must feel anxious towards mathematics. On the other hand, the third part
of this study’s chapter 4 stated that seven (7) out of ten (10) statement indicators were
interpreted as “always” and the response were clear that the mathematical anxiety really
affects the students’ self-esteem.
On the basis of findings and conclusions, recommendations were the following:
Students need to reflect. Reflection is vital. Students with mathematical anxiety often feel
like they don’t understand anything when it’s often far from the truth. Next, go over the

v
lesson two to four times. Mathematics is like building a logical pyramid. Doing
mathematics is a bit like playing sport or learning a musical instrument. You can’t do it
well immediately – it requires practice.
 TABLE OF CONTENTS

TITLE PAGE i
ACKNOWLEDGEMENTS ii
DEDICATION iv
ABSTRACT v
TABLE OF CONTENTS vii
LIST OF TABLES ix
LIST OF FIGURES x

CHAPTER

1 INTRODUCTION

Background of the Study 1

Statement of the Problem 3
Theoretical Framework 4
Conceptual Framework 5
Scope and Limitations of the Study 6
Significance of the Study 6
Definition of Terms 7

2 REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature
Mathematical Anxiety 9
Mathematical Anxiety and Gender 11
Components of Mathematical Anxiety 13
Factors Related to Mathematical Anxiety 14
Causes of Mathematical Anxiety 15
Self-Esteem 16
Factors Affecting Self-Esteem 17

3 RESEARCH METHODOLOGY

Research Design 19
Locale of the Study 19
Population and Sample 20
Methods of Data Gathering Instruments 20
Methods of Data Analysis 21

vii
 4 DATA PRESENTATION, ANALYSIS AND INTERPRETATION OF
FINDINGS

Socio-Demographic Profile of the Respondents 23

Mathematical Anxiety 26
Self-Esteem 28

5 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary 30
Findings 30
Conclusions 31
Recommendations 32

REFERENCES 33

APPENDICES

A Request Letter to School Heads 36

B Letter to the Respondents 37
C Survey Questionnaire 38

CURRICULUM VITAE 40

viii
 LIST OF TABLES

Table Page

1 Number of Respondents 20

2 Frequency Count and Percentage Distribution of the 24

Respondents by Gender

3 Frequency Count and Percentage Distribution of the 24

Respondents According to Age

4 Frequency Count and Percentage Distribution of the 25

Respondents According to Grade Level

5 Frequency Count, Percentage Distribution and Weighted 27

Mean of the Students’ Answers on Statements about
Mathematical Anxiety

6 Frequency Count, Percentage Distribution and Weighted 29

Mean of the Students’ Answers on Statements about
Self-Esteem

ix
 LIST OF FIGURES

Figure Page

1 The Schematic Diagram of the Conceptual Framework 5

x
 Chapter 1

INTRODUCTION

Background of the Study

Education has given individuals enough reasons to decide which among the topics

for learning shall be retained and maintained throughout his life. The foundation subjects

are enough for students to start a new and look at life in different perspective. An example

of it is mathematics. It can be seen and can be used anytime and everywhere by a student.

However, of the various learning areas in basic education, mathematics gives

students problems coming from within or leading from without. Through this problems

that students get from mathematics, it may result to what they call “mathematical anxiety”.

Mathematical anxiety is real and can happen to anyone at any age regardless of his

mathematical ability. Since mathematics is perhaps the most abstract among academic

subjects, many students dislike and avoid it.

Shores (2005) observed that this math avoidance can turn into a severe case of

mathematical anxiety that, in many cases, has been associated with loss of self-esteem

especially during tests or other mathematical tasks. In a 2006 study, Rossnan reported that

even the best mathematicians are not exempted from bouts of mathematical anxiety.

Because mathematical anxiety demonstrates a stubborn impediment in the development of

mastery and performance in tasks that impact upon students’ self-esteem, it has become an

important research topic for mathematics educators and educational psychologists in the

past 25 years.
 Mathematical anxiety is an anxiety about one’s ability to do mathematics. It is a

phenomenon that is often considered when examining students’ problems in mathematics.

Mathematical anxiety is the feeling of nervousness and apprehension towards math

problems, classes, or exams.

On the other hand, self-esteem reflects an individual’s overall subjective emotional

evaluation of his or her own worth. It is the decision made by an individual as an attitude

of his/herself. Self-esteem encompasses beliefs about oneself, as well as emotional states,

such as triumph, despair, pride, and shame. Self-esteem is attractive as a social

psychological construct because researchers have conceptualized it as an influential

predictor of certain outcomes, such as academic achievement, happiness, satisfaction and

criminal records.

Self-esteem can also make people convinced that they deserve happiness.

Understanding this is fundamental and universally beneficial, since the development of

positive self-esteem increases the capacity to treat other people with respect, benevolence

and goodwill, thus favouring rich interpersonal relationships and avoiding destructive ones.

Mathematics and self-esteem can be seen as a “threat” to the individual and their

ability to thrive and survive. Low self-esteem is not like an “external” threat. Rather it is

an “internal” threat where the individual, because of their negative self-image and

associated negative behaviours, becomes a threat to themselves and their well-being.

There are some evidence that self-esteem is somehow related to mathematical

anxiety. Some of the thoughts that will be encounter in this study is the relationship

between the mathematical anxiety and the self-esteem and how do it affect students.

2
 People who struggle with mathematical anxiety often find themselves struggling

with having low self-esteem. They may have poor confidence in themselves or they think

that they are worthless. This can be a harmful symptom of anxiety with long-lasting

implications. Regardless of which direction this effect travels, it is clear that mathematical

anxiety has a huge effect on someone’s self-esteem.

Statement of the Problem

This study attempted to determine the relationship of having mathematical anxiety

to self-esteem of junior high school students of Aba Al-Khail Computer School. This study

sought to answer the following specific questions:

1. What is the profile of the respondents in terms of:

1.1 age;

1.2 gender;

1.3 grade level;

2. Is there a significant relationship between the mathematical anxiety and students’

self-esteem?

3
Theoretical Framework

Julia Friederike Sowislo of the Department of Psychology at the University of Basel

in Switzerland analysed 77 studies on mathematical anxiety. She believed that negative

effect, which can be highly influenced by self-esteem, could potentially be the mechanism

by which mathematical anxiety affects the self-esteem. (Sowislo, 2013)

Sowislo found that mathematical anxiety had a significant effect on self-esteem. In

fact, studies revealed that decreased self-esteem increased the risk of mathematical anxiety

far more than that mathematical anxiety increased the risk of low self-esteem. Sowislo

believes that low self-esteem makes people vulnerable to any kind of anxiety, like

mathematical anxiety. (Sowislo, 2013)

Another study, which is conducted by Mark H. Ashcraft, defines mathematical

anxiety as a “feeling of tension, apprehension, or fear that interferes with mathematics

performance”. The academic study of mathematical anxiety originates as early as the

1950s, where Mary Fides Gough introduced the term Mathemaphobia to describe the

phobia-like feelings of many towards mathematics. (Ashcraft 1994)

Ashcraft suggests that highly anxious math students will avoid situations in which

they have to perform mathematical calculations. Unfortunately, math avoidance can result

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

mathematically unprepared to achieve his/her dream. In college and university, anxious

math students take fewer math courses and tend to feel negative towards math. In fact,

Ashcraft found that the correlation between mathematical anxiety and self-esteem are very

strong. (Ashcraft, 2001)

4
Conceptual Framework

This part of the study presents the diagram showing the variables used in this study.

The conceptual framework of the study includes the mathematical anxiety, the independent

variable, and the self-esteem, the dependent variable.

Mathematical Anxiety
Age
Self-esteem
Gender
Grade Level

Fig. 1: A schematic diagram showing the Mathematical Anxiety and Self-Esteem among

the Junior High School students in Aba Al-Khail Computer School

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Scope and Limitations of the Study

The target respondents of the researcher were the junior high school students of

Aba Al-Khail Computer School. According to the research, students develop mathematical

anxiety starting from their fourth grade. So the researcher think that having junior high

school students as respondents are very appropriate in this study.

The researcher didn’t include the fourth to sixth grader as respondents because the

researcher thinks that he may pressure them because those students are not yet ready and

don’t know that having a simple fear on mathematics can develop into a mathematical

anxiety that may affect their self-esteem. The target respondents of the researcher in this

study would be limited only to 121 students of Junior High.

Significance of the Study

This study would be significant to:

School Administrators. Those who are leading the schools could use the findings

of the study by empowering teachers through instructional leadership in mathematics to

enhance students’ performance.

Teachers. To understand why students struggle in learning mathematics. This

study will help them comprehend why students struggle when it comes to math related

subjects.

Future researchers. This study would identify the aftermath of mathematical

anxiety on someone’s self-esteem. This study would also dig up the aftereffect of a

6
students’ mathematical anxiety on his/her self-esteem that can help future or other

researchers.

Definition of Terms

Age. It refers to the number of years of existence of the respondents since birth. In

this study, the above definition was used as is.

Anxiety. It is an uneasy state of mind usually over the possibility of an anticipated

misfortune or trouble. It also means as the emotion experienced in the presence or threat of

danger. In this study, it refers to tension or fear towards something, specifically

mathematics.

Gender. It refers to whether the respondent is male or female. In this study, the

above definition was used as is.

Implications. It is an idea that is conveyed often indirectly. It also means a future

condition or occurrence traceable to a cause. In this study, it is used as effect or aftermath.

Mathematical Anxiety. It is a tense feeling that interferes with the manipulation

and understanding of how to work with numbers causing a negative attitude towards

mathematics, avoidance of mathematical thinking, limited career choices, lack of self-

confidence, and fear of the content. It also refers to state of discomfort caused by

performing mathematical tasks. Mathematical anxiety can be manifested as feelings of

apprehension, dislike, tension, worry, frustration, and fear. In this study, the above

definition was used as is.

7
 School Year 2019-2020. It refers to the actual year when the study is being

conducted. In this study, the above definition was used as is.

Self-Esteem. – It is an individual’s perceived ability that he or she is capable of

accomplishing a task within a specific context. It is a reasonable or justifiable sense of

one’s worth or importance. This also means great faith in oneself or one’s ability. In this

study, it refers to confidence or self-confidence.

Suffering. It is to feel deep sadness or mental pain. It also means to submit to or be

forced to endure suffer. In this study, the above definition was used as is.

Teachers. This refers to the persons engaged in teaching in the students whose

mission is to teach children to develop skills to function in society. In this study, the above

definition was used as is.

8
 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter contains all the related literatures and studies that the researcher

believe that were helpful in supporting the validity and reliability of all the data and results

that would be gathered.

Related Literature

Mathematical Anxiety

Mathematical anxiety can be defined as a way a person feels about mathematics. In

general, this feeling can be characterized as mental experiences of body states that arise as

the brain interprets emotions as responses to external stimuli such threats, fearful events,

and terrifying conditions. According to American Psychiatric Association (2013), anxiety

itself can be characterized with intense fear, which can significantly interfere academic

functioning, routines, occupational, social activities, and relationships leading to

debilitating situations thereby reducing quality of life, disturbed social interactions, poor

daily functioning and treatment adherence. For instance, exposure to social situations like

in the classroom setting always cause intense anxiety that is always persistent and

longstanding. Students who experience anxiety may have difficulty expressing feelings.

Highly anxious students judge their competence as poor causing them to perform

inadequately in academics and drop out eventually. In General, anxiety can be treated, but

it always remains undetected.

 According to Ruff and Boes (2014), mathematical anxiety or commonly described

as number anxiety is the negative emotional responses towards mathematics. It can cause

negative reactions that interfere the manipulation and of numbers and solving problems as

manifested by hindering students’ ability.

Similarly, Jameson (2014) defined mathematical anxiety as a feeling of tension and

apprehension that interferes number manipulation and dealing with mathematical problems

in academics and in daily life. It can decrease individuals’ self-exposure to mathematics by

taking fewer mathematics courses in school or totally avoiding it, diminish ones’ self-

esteem in understanding mathematics, and spoil ones’ enjoyment of mathematics.

Consequently, mathematically anxious individuals continue to retain their lack of skills in

mathematics and strengthen their negative self-concept and their perception about

mathematics, which can result to chronic mathematics avoidance causing non-pursuance

of certain academic tracks. It can have long-term consequences such as not pursuing higher

education, unable to advance education due to insufficient mathematics proficiency, and

avoidance of careers that are loaded mathematically.

According to American Psychiatric Association (2013) mathematical anxiety itself

was characterized by fear which interferes with academic functioning, routines,

occupational, social activities, and relationships leading to debilitating situations thereby

reducing quality of life, disturbed social interactions, poor daily functioning and treatment

adherence.

10
Mathematical Anxiety and Gender

Many studies have reported higher levels of mathematical anxiety for women than

for men (Ashcraft & Faust, 1994; Baloglu & Kocak, 2006; Bernstein, 1992 ; Betz, 1978;

Else-Quest, Hyde, & Linn, 2010). Other studies, however, have failed to find such a gender

difference (S. E. Cooper & Robinson, 1991; Hackett, 1985). Nonetheless, when examining

mathematical anxiety on a large scale, it does appear that there are gender differences. One

study by Stoet, Bailey, Moore, and Geary (2016) measured mathematical anxiety among

761,655 high school students across 68 nations who participated in PISA.

The researchers found that female participants reported more mathematical anxiety

than male participants overall, and the mathematical anxiety and gender gap widened as

the country increased in economic development. To date, there has been no definitive

answer to the question of why women are more likely to be more math anxious than men.

However, a few hypotheses have been put forth. For example, Maloney et al. (2011)

demonstrated that the gender difference in mathematical anxiety is mediated by spatial-

processing ability. In other words, women may be more mathematically anxious than men,

on average, because women are worse at spatial processing than men (and spatial

processing is an integral part of mathematics; e.g., Cheng & Mix 2014). That said, Ashcraft

and colleagues speculated that the gender difference in mathematical anxiety may occur

because women are more comfortable reporting anxiety (Ashcraft, 2002). Alternatively,

Beilock, Rydell, and McConnell (2007) suggested that the gender difference is the result

of the social stereotype that women are worse at math compared to men.

11
 Additional evidence supporting this social stereotype account comes from Goetz et

al. (2013), who asked male and female students from Grades 7 through 10 to report their

trait-level mathematical anxiety using a questionnaire outside of class. They found that

girls do, in fact, self-report higher mathematical anxiety than boys. However, when

students were probed about their real time mathematical anxiety directly before and during

a math exam, girls did not report more anxiety symptoms than boys. Follow up research

revealed that this discrepancy between trait and state mathematical anxiety was larger

among students with a low math self-concept and those who endorsed traditional gender

stereotype of math traditionally being a male dominant field (Bieg et al., 2015). In line with

our Interpretation Account, these results suggest that stereotyped beliefs about how women

should feel about math (rather than actual ability) may explain the observed gender

difference in mathematical anxiety

Mathematical anxiety varied when associated to different factors. As for gender,

Devine, et. al. (2013) stated that women are more anxious than men, which can be directly

understood due to the fact that, females are more honest in expressing feelings of anxiety

than males who are more reserved. This result was consistent with what Mena (2014)

concluded that 85 percent of students, who were mainly female, were more anxious than

males. Finally, Castillo and Picado (2014) claimed that most students showed low

mathematical anxiety (59%), where female had higher level of mathematical anxiety than

males. Besides, high levels of mathematical anxiety made learning difficult whether in

public or in private institution. Jameson (2014) claimed that mathematics self-concept

among the different measures including reading self-concept, mathematics self-efficacy,

and the home mathematics environment were important in predicting mathematical

12
anxiety. Thus, the higher mathematical anxiety the student experience, the lower self-

confidence they have in doing mathematics exercises.

Components of Mathematical Anxiety

Experts described mathematical anxiety into major components. It includes

physical, cognitive, behavioural, and emotional.

Physiological component involves physical symptoms such as: increased heart rate,

shortness of breath, tightness in chest, dizziness, weakness or tingling in your legs, feeling

like you are going to faint, muscle tension, headaches, lump in throat, nausea or

discomforts in the stomach, feeling hot and sweaty, and blushing.

Cognitive component involves thoughts and worries ingrained from apprehensions

and questions like “What if?” relates to anxiety-provoking situation. The “What ifs” is

related to the physiological symptoms such as chest pain and fainting.

On one hand, behavioural component relates to reduction in mathematics

performance due to anxiety. Focusing on physiological symptoms, individual might find

that they are distracted and agitated. As a result, work-related task and socializing become

much more difficult to perform. Another behavioural feature is avoidance. Avoiding

mathematics problems usually makes the anxiety subside in the short-term. However,

avoidance can instantaneously restrict individuals’ capacity to do and affect life.

Finally, emotional components of mathematical anxiety consist of various emotions

typically associated with anxiety such as fear, dread, and panic. Anxiety leads to emotions

such as frustration, anger, disappointment, sadness and depression.

13
 Factors Related to Mathematical Anxiety

Generally, mathematical anxiety is caused by various factors including personal,

family, school, and peer. Understanding students’ personality, traits, and social-evaluative

threat on their academic performance can be essential in determining mathematical anxiety.

In a study by Jameson (2014) which aimed to examine mathematical anxiety factors among

high school students, in which 91 students and 81 parents have completed series of self-

report measures on mathematical anxiety, mathematics self-concept, reading self-concept,

mathematics self-efficacy, and aspects of home environment showed that mathematics

self-concept was a significant predictor of mathematical anxiety. Environmental factors

were not able to cause mathematical anxiety.

It was emphasized that academic achievements among students can be directly

influenced by their personality traits including self-esteem, self-evaluation indicating their

reasons of failure, self-regulation including new arrangements and social methods, which

are important in achieving goal and controlling their impulses reflecting leadership ability.

These are the factors that cause progress and academic success among students. This

indicates that when students are highly motivated, they can learn and achieve academic

milestone. Thus, self-efficacy is essential in the growth of their intrinsic motivation,

particularly when the desire to achieve academic success is created among students leading

to individual achievement of positive self-evaluation leading to the student’s belief and

concepts application in mathematics. Aqajani et. al. (2015) examined self-esteem, self-

efficacy, and mathematical anxiety of high school students. It showed that components of

self-esteem and self-efficacy have significant correlation with mathematical anxiety. Self-

esteem, learning self-efficacy and emotional self-efficacy lead to mathematical anxiety

14
among students. It was also highlighted that mathematical anxiety was higher in female

than in male students. (Coopersmith, 1981)

Causes of Mathematical Anxiety

The most frequently cited cause is the teacher, identified by Foong (1987) as the

main source of students’ tension. Highly-tensed students dread presenting solutions in front

of their classmates, viewing such situations as threatening (Ashcraft, 2002). Teachers who

complained of insufficient instructional time might resort to preparing their students for

assessment rather than for understanding. This creates more tension when students

encounter unconventional problems or when the mathematics becomes more advanced.

Researchers also claimed that anxious teachers spend lesser time teaching mathematics and

are more likely to pass their phobia to their students (Hembree, 1990; Ma, 1999).

Like teachers, parents could also pass their dread of mathematics to their children

(Hembree, 1990). Parents who are overly-concerned about results end up pressurizing their

children. Then there exists this myth that mathematical ability is inborn or hereditary

(Godbey, 1997). Others believed that females are weaker in mathematics even though

researchers (Hembree, 1990; Ho et al., 2000) have found that though females tend to be

more anxious, they are not necessarily weaker in mathematics.

Next, mathematics has being viewed as an inherently difficult subject. Many

students are unable to see its practicality and teachers seldom attempt to make the

connections. Foong (1987) explained that due to its cumulative and sequential nature, when

students missed out something along the way, it is likely that they may never fully

comprehend it. (Foong, 1987)

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 Furthermore, some students have repeatedly performed poorly, leading to loss of

self-essteem and increased tension. There are others who believe that mathematics is a

measure of their intelligence (Puteh, 2002) and are embarrassed by their inadequate

performance. Lastly, student cohesiveness within a class has been found to have a

significant positive correlation with mathematical anxiety level (Taylor & Fraser, 2003).

The literature review has underlined the multi-faceted and varied nature of the origins of

mathematical anxiety, thus supporting the research aim to diagnose our students’ anxieties.

Self-Esteem

Self-esteem is defined as competence and worthiness of students that gives rise to

a healthy and positive self-esteem that is mainly influenced with the presence of family,

peers, and school, which are considered as the major factors involved in their evolving

identity Mruk (2013). Self-esteem acts as a refuge among students as they explore the

world. Achieving a positive self-esteem encourages students to cater beliefs and values and

conceive right decisions during difficult situations.

Also, it involves the feelings of worth and acceptance which are developed through

perceived awareness of their competencies, self-worth, and valuing. In addition, students'

self-esteem is very often based on their beliefs about their capacities and attainments. Self-

esteem must rely on comparing student’s own attributes with those of others and must not

depend on beliefs about one's capacities and attainments. Self-esteem should cover

students’ moral characteristics such as generosity and kindness. Lack of moral virtues

should lead to loss of self-esteem and for students to work successfully and become better

individuals is to be sufficiently motivated, a driving force for teachers in boosting self-

16
esteem of students which is based on their moral qualities rather than on their

accomplishments and abilities.

It was also emphasized that students’ self-acceptance can make their self-esteem

less vulnerable by showing them how to look constructively at own self-worth. Thus,

students’ self-esteem must be defined through their abilities and attainments, and their

moral virtues.

Factors Affecting Self-Esteem

Self-esteem is deviated by various factors. One of these factors include

mathematical anxiety which is commonly caused by learning disabilities among students.

Learning disability is a mental disorder in language and comprehension affecting students’

ability in solving mathematical problems, writing and reading, thinking and articulating. It

may include developmental disabilities such as aphasia, dyslexia, and brain dysfunction.

However, it does exclude disabilities in vision, hearing, motor and mental

retardation, emotional disturbance, cultural and economic disadvantage. In which, learning

disability is a neurological disorder affecting ability to obtain, process, accumulate and

react to information. It was claimed that mathematical anxiety relates to how students react

to a negative environment or situation making them feel distressed. Students who are

distressed in coping up with their everyday frustrations at school may become extremely

anxious causing them to find difficulty in storing and remembering information.

Sati and Vig (2017) assessed the influence of mathematical anxiety on self-esteem

of 80 students with learning disability in Ludhiana, Chandigarh, and Khanna where self-

17
esteem and mathematical anxiety of learning-disabled children were assessed using the

mathematical anxiety scale by Singh and Gupta and Cooper Smith Inventories by Cooper

Smith respectively. Results showed that children with learning disability were

academically either highly anxious or less anxious.

The learning-disabled children with high self-esteem had low mathematical anxiety

in contrast to children having medium self-esteem. It was concluded that students who had

less anxious may had accepted their lack of ability to learn, whereas, students who were

highly anxious may still be struggling with their disability.

It was recommended that necessary interventions to lower academic anxiety were

necessary to build students’ self-esteem. Thus, teachers need to motivate their students and

allow them practice self-regulation to reduce anxiety. Self-esteem is affected by the

affective factors that are crucial for a student’s creative processes and behaviour. Several

studies showed that children who receive high levels of care, support and stimulation from

parents had high degree of creativity, curiosity, and imaginative attitudes. Children’s

perception on affect and sensitivity is essential for self-esteem development.

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 Chapter 3

RESEARCH METHODOLOGY

This chapter outlines the research design and methodology used in the study. The

key components are the research design, locale of the study, population and sample,

sampling procedure, data gathering instruments and method of analysis.

Research Design

In this study, the researcher used the descriptive method of research. It gathers the

necessary data relative to the mathematical anxiety and self-esteem of the students.

Descriptive method of research was mainly concerned with the description of variables and

relationship between them.

Locale of the Study

The researcher conducted the study at Marawi City, a part of the Bangsamoro

Autonomous Region in Muslim Mindanao (BARMM), specifically in Aba Al-Khail

Computer School.

Currently, Aba Al-Khail Computer School is implementing K-12 curricula to

provide quality, equitable, culture-based, and complete basic education which aspires

students of becoming globally competitive. As an institution, it also renders a child-

friendly, gender-sensitive, safe, and motivating environment where teachers,

administrators, and staff act as stewards in ensuring and enabling effective learning to

happen for a constant nurturance of every student. The institution provides students
learning opportunities that enhance and develop their individual academic potentials and

engage them in a lifelong learning and become competitive graduate in the Philippines.

Population and Sample

There were one hundred twenty-one students who helped validate the researcher’s

study. These 121 students are from Aba Al-Khail Computer School, both Annex A and

Annex B, Grades 7 to 10, or the junior high school students of the said school.

Table 1

Number of Respondents

Grade Level No. of the

Respondents
7 41

8 35

9 26

10 19

Total 121

Methods of Data Gathering Instrument

A researcher-made questionnaires were utilized for measuring Mathematical

Anxiety and Self-esteem among junior high school students of Aba Al-Khail Computer

20
School. The questionnaires on the first and the second part are somehow similar but in

different contents.

Methods of Data Analysis

The primary data would be analysed using a descriptive statistical tool namely

weighted mean to determine the average value of the respondent’s responses in each item

on the Part II and Part III of the questionnaire.

The scores were used in measuring the perception of the respondents about the

mathematical anxiety and self-esteem on both parts:

Description Scale Value Indicator

3 – Always 2.34 – 3.0 Strong Mathematical Anxiety

2 – Sometimes 1.67 – 2.33 Low Mathematical Anxiety

1 – Never 1.0 – 1.66 No Mathematical Anxiety

The respondent’s answers were tallied and tabulated by the researcher. The

following statistical tool was used:

1. Weighted Mean. This was used to further describe the further data provided by the

respondents.

21
 Formula:

∑ XW
WM =
N

WM = the weighted mean W = the weight

∑ = the sum of the frequency N = the SUM of the frequency

X = the frequency

22
 Chapter 4

DATA PRESENTATION, ANALYSIS AND INTERPTETATION OF FINDINGS

This chapter dealt with the presentation, analysis and interpretation of data gathered

in response to the basic problems presented in the statement of the problem in chapter one

of this study. The findings were divided into four parts.

Part I is the Socio-Demographic Characteristics profile distribution of the

respondents as to Age, Gender and Grade Level.

Part II is consist of the frequency count, percentage distribution and weighted mean

of the students’ answers regarding the statements about mathematical anxiety.

Part III presents the frequency count, percentage distribution and weighted mean of

the students’ answers regarding the statements about self-esteem.

PART I. SOCIO-DEMOGRAPHIC PROFILE OF THE RESPONDENTS

In this part of the study, the findings regarding the socio-economic characteristic of

the respondents are presented and analysed.

Gender

Table 2 displays the frequency count and percentage distribution of the respondents

by gender.
 Table 2

Frequency Count and Percentage Distribution of the Respondents by Gender

Gender Frequency Count Percentage (%)

Female 64 52.89%
Male 57 47.11%
TOTAL 121 100%

For the gender of the respondents, Table 2 shows that there were more female, 64

(52.89%) respondents than male respondents which is 57 (47.11%). The findings in table

2 sustained the common observation that there are now more females than males in Aba

Al-khail Computer School. This is supported by the study of Benito (2013) which showed

the predominance of females in the school for example.

Age

Table 3 presents the frequency count and distribution of the respondents by age is

presented below.

Table 3

Frequency Count and Percentage Distribution of the Respondents According

to Age
Age Frequency Count Percentage (%)
12-14 67 55.37%
15-17 49 40.5%
18-20 5 4.13%
TOTAL 121 100%

For the age of the respondents, Table 3 shows that the age of the selected Aba Al-

Khail Computer School junior high school students consist of different age category.

Among the one hundred twenty-one (121) respondents, sixty seven (67) respondents which

24
is equivalent to fifty five and thirty seven per cent (55.37%), belongs to the 12-14 age

category. It is followed by the age category 15-17, in which there are forty nine (49) of the

respondents that is equivalent to forty and five per cent (40.5%) belongs to this and lastly,

five (5) of the respondents or four and thirteen per cent (4.13%) belongs to the age category

18-20.

Grade Level

Table 4 shows the frequency count and percentage distribution according to grade

level is presented to below.

Table 4

Frequency Count and Percentage Distribution of the Respondents According

to Grade Level

Grade Level Frequency Count Percentage (%)

7 41 33.88%
8 35 28.93%
9 26 21.49%
10 19 15.7%
TOTAL 121 100%

As shown in Table 4, majority of the respondents, forty one (41) students or

equivalent to thirty three and eighty eight per cent (33.88%) of the total respondents were

Grade 7, thirty five (35) respondents or equivalent to twenty eight and ninety three per cent

(28.93%) of the total respondents are Grade 8. Twenty six (26) students or twenty one and

forty nine per cent (21.49%) are Grade 9 students and lastly, nineteen (19) respondents or

equal to fifteen and seven per cent (15.7%) of the total respondents are Grade 10.

25
PART II. FREQUENCY COUNT, PERCENTAGE DISTRIBUTION AND
WEIGHTED MEAN OF THE STUDENTS’ ANSWERS REGARDING THE
STATEMENTS ABOUT MATHEMATICAL ANXIETY

Table 5 on the next page presents the frequency count, percentage distribution and

weighted mean of the students’ answers regarding the statements about mathematical

anxiety.

The over-all weighted mean of 2.2 shown in Table 5 revealed that students

sometimes felt of having or experiencing mathematical anxiety. The same table further

indicates that nine (9) of the statement indicators of this variable, namely; when I am in

math class, I usually feel nervous; I worry that other students might understand math

problems better than me; being called on to answer a math question scares me; I feel

frustrated when working on math problems; I have trouble sleeping the night before a math

test; I avoid my math homework; I need extra help in math; after getting a math test back,

I don’t want others to see my score; I’ve said “I hated math” this year, obtained a mean

scores that ranged from 1.67 – 2.33 which was interpreted as “sometimes”.

The remaining one (1) statement indicator of this variable namely; I feel stressed

when I’m about to take a math test, obtained a score of 2.49 which was interpreted as

“always’. However, this response did not affect the over-all weighted mean of this variable.

This finding implied that the junior high school students of Aba Al-khail Computer

school sometimes suffer or endure mathematical anxiety.

26
 Table 5

Frequency Count, Percentage Distribution and Weighted Mean of the Students’

Answers on Statements about Mathematical Anxiety

Always Sometimes Never Weighted Verbal

Statement Indicators (3) (2) (1) Mean Interpretation
F % F % F %
When I am in math 19 15.7% 97 80.17% 5 4.13% 2.11 Sometimes
1 class, I usually feel
nervous.
I worry that other 28 23.14% 89 73.55% 4 3.31% 2.2 Sometimes
students might
2 understand math
problems better than
me.
I feel stressed when 72 59.5% 36 29.75% 13 10.75% 2.49 Always
3 I’m about to take a
math test.
Being called on to 34 28.1% 83 68.6% 4 3.3% 2.25 Sometimes
4 answer a math
question scares me.
I feel frustrated when 17 14.04% 97 80.17% 7 5.79% 2.08 Sometimes
5 working on math
problems.
I have trouble 54 44.63% 50 41.32% 17 14.05% 2.31 Sometimes
6 sleeping the night
before a math test.
I avoid my math 21 17.36% 69 57.02% 31 25.62% 1.92 Sometimes
7
homework.
I need extra help in 42 34.71% 60 49.59% 19 15.7% 2.19 Sometimes
8
math.
After getting a math 32 26.45% 72 59.5% 17 14.05% 2.12 Sometimes
test back, I don’t want
9
others to see my
score.
I’ve said “I hated 39 32.23% 77 63.64% 5 4.13% 2.28 Sometimes
10
math” this year.
Over all weighted mean = 2.2 (SOMETIMES)
Scaling: 1.0 – 1.66 = NEVER 1.67 – 2.33 = SOMETIMES 2.34 – 3.0 = ALWAYS

27
PART III. FREQUENCY COUNT, PERCENTAGE DISTRIBUTION AND
WEIGHTED MEAN OF THE STUDENTS’ ANSWERS REGARDING THE
STATEMENTS ABOUT SELF-ESTEEM

Table 6 on the next page presents the frequency count, percentage distribution and

weighted mean of the students’ answers regarding the statements about self-esteem.

The over-all weighted mean of 2.48 shown in Table 6 revealed that students always

felt of losing their self-esteem. The same table further indicates that seven (7) of the

statement indicators of this variable, namely; I feel frustrated or rattled about my

performance; I am worried about what other people think of me; Taking math tests scares

me; I feel concerned about the impression I am making; I feel like I'm not doing well; I am

worried about looking foolish; I feel that Mathematics will drag my grades down, obtained

a mean scores that ranged from 2.34 – 3.0 which was interpreted as “always”.

The other two (2) statement indicators of this variable namely; I feel confident

about my abilities; I feel that I have less academic ability than others; obtained a mean

scores that ranged from 1.67 – 2.33 which was interpreted as “sometimes”. The remaining

one (1) statement indicator of this variable namely; I feel as smart as others, obtained a

score of 2.62 which was interpreted as “never’. Nonetheless, this responses did not affect

the over-all weighted mean of this variable.

28
 Table 6

Frequency Count, Percentage Distribution and Weighted Mean of the Students’

Answers on Statements about Self-Esteem

Always Sometimes Never Weighted Verbal

Statement Indicators (3) (2) (1) Mean Interpretation
F % F % F %
I feel confident 20 16.53% 84 69.42% 17 14.05% 2.02 Sometimes
1
about my abilities.
I feel frustrated or 79 65.29% 38 31.4% 4 3.31% 2.62 Always
2 rattled about my
performance.
I feel as smart as 6 4.95% 66 54.55% 49 40.5% 1.64 Never
3
others.
I am worried about 94 77.69% 22 18.18% 5 4.13% 2.74 Always
4 what other people
think of me.
Taking math tests 97 80.17% 22 18.18% 2 1.65% 2.79 Always
5
scares me.
I feel that I have less 24 19.84% 75 61.98% 22 18.18% 2.01 Sometimes
6 academic ability
than others.
I feel concerned 69 57.02% 34 28.1% 18 14.88% 2.42 Always
7 about the impression
I am making.
I feel like I'm not 96 79.34% 18 14.88% 7 5.78% 2.74 Always
8
doing well.
I am worried about 115 95.04% 4 3.31% 2 1.65% 2.93 Always
9
looking foolish.
I feel that 110 90.91% 8 6.61% 3 2.48% 2.88 Always
Mathematics will
10
drag my grades
down.
Over all weighted mean = 2.48 (ALWAYS)
Scaling: 1.0 – 1.66 = NEVER 1.67 – 2.33 = SOMETIMES 2.34 – 3.0 = ALWAYS

29
 Chapter 5

SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATIONS

This chapter presents the summary, findings, conclusion and recommendations of

the study.

Summary

The general purpose of the study was to determine the mathematical anxiety and

self-esteem of junior high school students in Aba Al-Khail Computer School. The study

sought to answer the following specific questions: (1) what is the profile of the respondents

in terms of: age, gender, grade level, and 1st grading average (mathematics); and (2) is

there a significant relationship between the mathematical anxiety and students’ self-

esteem?

The respondents of the study were composed of 121 junior high school student of

Aba Al-Khail Computer School. To gather the data needed in the study, the researcher has

a self-made questionnaire about mathematical anxiety and self-esteem. For statistical

treatment of the data, frequency count, percentage distribution, weighted mean was used.

Major Findings

After analysing the data, the study came up with the following findings:

In terms of socio-demographic characteristic of the respondents, the study has

shown that the typical respondents of the study is female with an age ranging from 12-14

years old and a Grade 7 student.

 In terms of the frequency count, percentage distribution and weighted mean of the

students’ answers regarding the statements about mathematical anxiety, nine (9) statement

indicators were interpreted as “sometimes” by the respondents while the remaining one (1)

of the statement indicators was interpreted as “always”.

In terms of the frequency count, percentage distribution and weighted mean of the

students’ answers regarding the statements about self-esteem, seven (7) statement

indicators were interpreted as “always” by the respondents. The other two (2) statement

indicators were interpreted as “sometimes” and the remaining one (1) was interpreted as

“never” by the respondents.

Conclusions

The data gathered presented that having a mathematical anxiety can affect

someone’s self-esteem. Most of the time, they experience of having mathematical anxiety

and that causes of having low self-esteem on their self.

As stated on the second part of this study’s chapter 4, nine (9) out of ten (10)

statement indicators were interpreted as “sometimes” and that really shows that the

respondents must feel anxious towards mathematics.

On the other hand, the third part of this study’s chapter 4 stated that seven (7) out

of ten (10) statement indicators were interpreted as “always” and the response were clear

that the mathematical anxiety really affects the students’ self-esteem.

31
Recommendations

Based on the findings and conclusions drawn, the following recommendations are

given:

Students need to reflect. Reflection is vital. Students with mathematical anxiety

often feel like they don’t understand anything when it’s often far from the truth. The

researcher encourages those students to write short reflections on the concepts they’ve

learned and the discussions and debates that have taken place as recommended by

researcher Jo Boaler.

Next, go over the lesson two to four times. Mathematics is like building a logical

pyramid. One shaky layer and everything built on top is likely to come crashing down. But

often a subject that seemed impossible at first suddenly starts clicking into place when you

come back to it a second time. Doing mathematics is a bit like playing sport or learning a

musical instrument. You can’t do it well immediately – it requires practice. Think of having

a mathematical muscle in your mind that with practice gradually gets stronger.

32
 REFERENCES

Thesis

A. Karimi and S. Venkatesan, “Mathematics Anxiety, Mathematics Performance and

Academic Hardiness in High School Students”, Int J Edu Sci, Vol. 1(1): 33-37 (2009).

Cooper, S. E., & Robinson, D. A. (1991). The relationship of mathematics self-efficacy

beliefs to mathematics anxiety and performance. Measurement and Evaluation in
Counselling and Development, 24(1), 4–1

Articles/Journals

Alam al-Hoda H, (2000). Mathematics anxiety. Journal of Psychology and

Educational Sciences, 5(1).

Ashcraft, M.H., & Kirk, E.P. (2001). The relationships among working memory, math
anxiety, and performance. Journal of Experimental Psychology: General, 130, 224–
237.

Betz, N. E. (1978). Prevalence, distribution, and correlates of math anxiety in college

students. Journal of Counselling Psychology, 25, 441–448.

Hackett, G. (1985). Role of mathematics self-efficacy in the choice of math-related

majors of college women and men: A path analysis. Journal of Counselling
Psychology, 32(1), 47–56.

X. Luo, F. Wang, and Z. Luo, “Investigation and Analysis of Mathematics Anxiety in

Middle School Students”, Journal of Mathematics Education, Vol. 2(2): 12-19 (2009).

Online Sources

Ashcraft, M. H. (2002). Math anxiety: Personal, educational and cognitive

consequences. Current Directions in Psychological Science, 11(5), 181-185.

Ashcraft, M.H. (1995). Cognitive psychology and simple arithmetic: A review and
summary of new directions. Mathematical Cognition, 1, 3–34.

Ashcraft, M.H., & Faust, M.W. (1994). Mathematics anxiety and mental arithmetic
performance: An exploratory investigation. Cognition and Emotion, 8, 97–125.

Baloglu, M., & Kocak, R. (2006). A multivariate investigation of the differences in

mathematics anxiety. Personality and Individual Differences, 40, 1325–1335.

Bernstein, J. D., Reilly, L. B., & Cote-Bonanno, J. F. (1992, Fall). Barriers to women
entering the workforce: Math anxiety. New Jersey Equity Research Bulletin, 3.

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Else-Quest, N. M., Hyde, J. S., & Linn, M. C. (2010). Cross-national pat-terns of gender
differences in mathematics: A meta-analysis. Psychological Bulletin, 136, 103–127.

M. Lazarus, “Mathemaphobia: Some personal speculations”. National Elementary

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S. Coopersmith, “The antecedents of self-esteem”. Palo Alto, CA: Consulting

Psychologists Press, Inc. (1981).

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(2013): 213-40

34
Appendices
 APPENDIX “A”

Republic of the Philippines

ABA AL-KHAIL COMPUTER SCHOOL
Senior High School Department
Marawi City

December 2019

Dear Sir/Ma’am,

Assalamu Alaikum!

The undersigned researcher is currently conducting a proposed study entitled

“MATHEMATICAL ANXIETY AND SELF-ESTEEM OF JUNIOR HIGH
SCHOOL STUDENTS IN ABA AL-KHAIL COMPUTER SCHOOL 2019-2020”.
This is a partial fulfilment of the course requirement Research in Daily Life 2 (Practical
Research 2) for the completion of the Academic Track – Accountancy, Business and
Management at Aba Al-Khail Computer School, Marawi City.

In this regard, the researcher is humbly asking permission from your good office to
conduct the said undertaking in your school. Rest assured that the result of this study will
be treated with utmost discretion and will be used purely for academic purposes only.

The researcher is humbly asking for your favourable action. Thank you. Allah
Bless!

Sincerely Yours,

ALNOR D. DISOMIMBA

Researcher

Noted by:

AISAH BAYABAO DIMASAR

Thesis Adviser

36
 APPENDIX “B”

Republic of the Philippines

ABA AL-KHAIL COMPUTER SCHOOL
Senior High School Department
Marawi City

December 2019

Dear Students,

Assalamu Alaikum!

The undersigned researcher is currently conducting a proposed study entitled

“MATHEMATICAL ANXIETY AND SELF-ESTEEM OF JUNIOR HIGH
SCHOOL STUDENTS IN ABA AL-KHAIL COMPUTER SCHOOL 2019-2020”.
This is a partial fulfilment of the course requirement Research in Daily Life 2 (Practical
Research 2) for the completion of the Academic Track – Accountancy, Business and
Management at Aba Al-Khail Computer School, Marawi City.

In this connection, the researcher sincerely requests for your participation by filling
up the survey questionnaire. Kindly comprehend each statement and answer it according
to your personal practice. Your answers are treated as data of this study. Be assured that
your responses will be kept in confidentiality.

Thank you very much for your very kind response to my request. Your assistance
in this matter will be highly appreciated.

Sincerely Yours,

ALNOR D. DISOMIMBA

Researcher

Noted by:

AISAH BAYABAO DIMASAR

Thesis Adviser

37
 APPENDIX “C”

QUESTIONNAIRE

Part I. Socio-Demographic Characteristic

Name: Grade & Section:
Age: Gender:

Part II. Mathematical Anxiety

Direction: Indicate how often each statement describes you by checking only one of the
three terms next to the statement.
Never Sometimes Always
# Statement 3 2 1
1. When I am in math class, I
usually feel nervous.
2. I worry that other students
might understand math
problems better than me.
3. I feel stressed when I’m
about to take a math test.
4. Being called on to answer a
math question scares me.
5. I feel frustrated when
working on math problems.
6. I have trouble sleeping the
night before a math test.
7. I avoid my math homework.
8. I need extra help in math.
9. After getting a math test
back, I don’t want others to
see my score.
10. I’ve said “I hated math” this
year.

38
Part III. Self-Esteem
Direction: Indicate how often each statement describes you by checking only one of the
three terms next to the statement.

Never Sometimes Always

# Statement 3 2 1
1. I feel confident about my
abilities.
2. I feel frustrated or rattled
about my performance.
3. I feel as smart as others.
4. I am worried about what
other people think of me.
5. Taking math tests scares me.
6. I feel that I have less
academic ability than others.
7. I feel concerned about the
impression I am making.
8. I feel like I'm not doing well.
9. I am worried about looking
foolish.
10. I feel that Mathematics will
drag my grades down.

39
 ALNOR DIONGAL DISOMIMBA
Puga-an, Timber, Marawi City
Lanao del Sur, PH 9700
Mobile: +639956250281
Email: alnrdsmmb21@gmail.com
Personal Information:

Date of Birth : October 21, 2001

Place of Birth : Dasmarinas City, Cavite
Gender : Male
Height : 170.2 cm
Weight : 48 kgs
Nationality : Filipino
Religion : Islam
Status : Single
Mother’s Name : H. Sittie Noraniah Disomimba
Father’s Name : H. Abdul Latif Disomimba
Interests : Watching movies, kdramas, variety shows and
I really enjoy kpop, EXO is my main group

Educational Background:

Aba Al-Khail Computer School 2018 - Present

Marawi City, Lanao del Sur

Trece Martires City National Highschool 2014 - 2018

Trece Martires City, Cavite

Trece Martires City Elementary School 2006 - 2014

Trece Martires City, Cavite

Summary of Qualifications:

Xavier University Entrace Exam Passer

Completed 80 hours of training at BIR – Lanao del Sur

Significant Awards/Distinctions Received:

 Academic Recognition, 2018 – 2019

 With High Honors, 2017 – 2018
 With Honors, 2014-2017
 Honor Student, 2006 – 2014

40
Work Experience:

Bureau of Internal Revenue, BARMM

Immersion

Character References:

KAREM ABDULJABBAR M. INDOL, MBA

School President
Aba Al-Khail Computer School
Marawi City

LYNDE B. ELLEVERA
School Principal
Aba Al-Khail Computer School
Marawi City

41