Sample ResearchMath Anxiety

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Math Anxiety: Causes and Effects to the Academic Performance of Grade 11 HUMSS Students in
Tipas National High School (Grade 7-12)
CHAPTER I
THE PROBLEM
Introduction
Mathematics is an old, broad and deep discipline (field of study).
Mathematics is a broad and deep discipline that is continuing to grow in breadth
and depth. Nowadays, a Ph.D. research dissertation in mathematics is typically
narrowly focused on definitions, theorems, and proofs related to a single problem
in a narrow subfield in mathematics. Like reading and writing, math is an
important component of learning and “doing” (using one’s knowledge) in each
academic discipline. Mathematics is such a useful language and tool that it is
considered one of the basics in our formal educational system.
By nature, students are different from each other and this was introduce
by Howard Gardner in his Multiple Intelligences. One common misconception
about multiple intelligences is that it means the same thing as learning styles.
Instead, multiple intelligences represents different intellectual abilities. Learning
styles, according to Howard Gardner, are the ways in which an individual
approaches a range of tasks. They have been categorized in a number of
different ways visual, auditory, and kinesthetic, impulsive and reflective, right
brain and left brain, etc. Gardner argues that the idea of learning styles does not
contain clear criteria for how one would define a learning styles, where the styles
comes, and how it can be recognized and assessed. He phrases the idea of
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learning styles as “a hypothesis of how an individual approaches a range of
materials”. It is fun way to learn about how some of our tastes and interests can
influence how we take in information. Labeling creates limits, and when it comes
to learning, we want to avoid restricting how we define student potential. People
have many different intelligences, and strength in one area does not predict
weakness in another.
Likewise, students probably hate Mathematics since they’ve encountered
it. Their experience has a big influence on how they will embrace Mathematics at
present. In a whole year, math is one of the hardest subject for students who
hate numbers and analyzation. Being anxious and fearful about math can lead to
phobia or disorder. It is popularly known as “Math Anxiety”, it refers to the feeling
of worry, frustration, agitation, and fear of failure with regard to taking math class,
completing math problems, and taking math exam. Furthermore, this distraction
may affect student’s performance. Being anxious during Math classes can begin
with a child is in fourth grade and generally increases when students are in
middle or in secondary level.
Some students have focused on students as young as first grade
experiencing math anxiety (Harari, Vokovic and Bailey, 2013). In addition,
teachers and parents have been shown to influence math anxiety, and both can
assist in easing the psychological and physical symptoms children experience.
Practice with various math problems, having no time limit for exams, and being
encouraged through errors have been shown to ease math anxiety.

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Math anxiety is so pervasive that is has been researched for over 50 years
and more than 167,000 websites are devoted to math anxiety on any given day
to explain the causes and the remedies for the disorder. According to the study of
Ashcraft and Kirk (2001), “Math anxiety has been shown to actually disrupt
mental processes needed for doing arithmetic and drag down math competence.
“ Even though there’s a lot of studies which are related in this particular research
problem is still there. Math Anxiety is still existing and its relation to the academic
performances of the students. Many students claim not to like math, especially in
HUMSS (Humanities and Social Sciences) students. But for others, the issue
with math is more than simply disliking algebra or fractions.
For some students, doing math can cause negative emotions like fear of
failure. This harms their ability to perform. Even for students who don’t struggle
with math anxiety, it’s important to develop positive study habits that will help
them as math becomes more complex.
According to the anxiety model (Baroody with Coslick, 2002), math anxiety
can be regarded as personal vicious cycle unreasonable beliefs, anxiety, and
protective behavior, and emotional reaction to Mathematics, is Perhaps because
of a previous bad experience in Mathematics. While from the study of Dicdican
(2011), Mathematics teaching is both an art and science. An effective teacher
integrates theory with practice, to develop one philosophical framework for
teaching Mathematics, we begin by understanding the nature of Mathematics.

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Not so far from these observations are the words of Kelly and Meyer
(2001), emphasized that if the difficulty is motivating the student to study math
and trying to relate the world in some real situation that lead them to solve
Mathematics procedures.
In conducting this study, the researchers want to emphasize the Math
Anxiety itself, its causes or symptoms and how it affects the performance of the
students in terms of academics. It is relevant to know the factors and reasons
why do students tend to be anxious and fearful during Math Class. Moreover, to
know also the things that influence the students with regards to that particular
subject and how they cope up with that situation.
This research would be beneficial as it aims to discover new ideas and
things where in it help will contribute meaningfully to the students, teachers and
other researchers.
Significance of the Study
The findings of this study will be useful to the following entities:
To the Students. They will benefit on this study and they will be informed
from the different aspects of Math Anxiety. The students will be able to face the
reality that Mathematics is everywhere and they will gather and get reasons how
to like Math.
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To the Teachers. This study will provide them information and ways in
teaching Mathematics and how they could help and assist students in facing
Math Anxiety.
To the Parents. This study is essential to them, because as a parent they
would know that gathering knowledge is not just in school but must also be
cultivated at home.
To the other Researchers. This study would be of great help in their
upcoming endeavors. The facts gathered, the news shared and the interpreted
data could be their basis in gearing up a related study.
Statement of the Problem
This study aims to investigate Math Anxiety and its causes and effects to
the academic performance of the students in Tipas National High School.
Specifically, this study sought to answer the following questions:
1. What are the difficulties that the students are experiencing during Math
Class?
2. What are the causes of Math Anxiety in most of the students?
3. How can Math Anxiety affect the performance of the students in
Mathematics?
4. What are the suggested activity/strategy for the remediation of Math
Anxiety?
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Scope and Delimitation of the Study
This study focuses on the causes and effects of Math Anxiety towards the
academic performance of the selected Grade 11 HUMSS students at Tipas
National High School. Likewise, this study discusses the relationship between
math anxiety and the performance of the students. This study also talks about
the way teachers approach their students and how they teach their lessons.
Moreover in this study, the researchers do not intend to make other strands as
the subject of their study.
This study covers the difficulties that the students are experiencing during
Math Class. Likewise, it discusses the causes of Math Anxiety in most of the
students. Furthermore, the effects of this anxiety to the student’s performance in
the subject and lastly, the researchers will suggest an activity or strategy for the
remediation of Math Anxiety.
This study is conducted at Tipas National High School, first semester of
SY 2018-2019. This particular study is conducted in this location since the
researchers were given a limited time only. Hence, their own school is applicable.
Thirty-five are made the subjects of this research. Only the HUMSS students are
the subjects of this study because most of them tend to hate Mathematics.
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Chapter II
REVIEW OF RELATED LITERATURE
Conceptual Literature
Math anxiety is a debilitating emotional reaction to mathematics that
is increasingly recognized in psychology and education. 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 “. Math Anxiety is a serious and
pervasive problem, especially in the community-high school setting.
Students may experience math anxiety in many forms and degrees, from
“freezing up” during a math exam, to attempting to avoid anything having
to do with numbers.
According to Preis and Biggs (2001) Symptoms in Math anxiety may
be physical or psychological. Physical symptoms include nausea, shortness
of breath, sweating, heart palpitations and increased blood pressure. Some
psychological symptoms are memory loss, paralysis of thought, loss of
self-confidence, negative self-talk, math avoidance and isolation (thinking
you are the only one who experiences it). These symptoms and other
negative math experiences may lead to a vicious cycle in which fear of
math interferes with learning math which leads to more negative math
experiences.
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In addition, this “vicious cycle” may lead students to delay or stop
taking math courses which often limits their educational opportunities. In
today’s increasingly technical society, it is more important than ever for
students to have an extensive knowledge of math. A recent article states
“the world is moving into a new age of numbers… just look at where the
mathematicians are now. They are helping to map out advertising
campaigns, they are changing the nature of research in newsrooms and in
biology labs and they are enabling marketers to forge new one-on-one
relationships with customers. As this occurs, more of the economy falls
into the realm of numbers.” (Baker, 2006)
Furthermore, Math anxiety essentially prompts students to do two
things at once: solve the math problem and deal with worries about the
math (including worries about getting the problem wrong, looking foolish,
and what others may think of them). As a result, students have less
working memory to devote to the math, and their math performance
suffers (Beilock & Willingham, 2014).
Similarly, the early onset of math anxiety amongst elementary
students are most likely caused by social influences and cognitive
predispositions. In cognitive, predispositions, a child will have negative
views towards math in the future as they progress in formal schooling if
they are lacking in their skills. Cognitively predisposed children are more
vulnerable to negative social influence. (Maloney & Beilock, 2015)

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Likewise, Polya (2000) said that “Mathematics, taught and learned
appropriately, improves the mind and implants good habits of thought”. He
also disclosed that a mathematics teacher has a great opportunity. If he
fills his allotted time with drilling his students in routine operations he kills
their interest, hampers their intellectual development and misuses his
opportunity. But if he challenges the curiosity of his students by setting
them problems proportionate to their knowledge, and helps them to solve
their problems with stimulating questions, he may give them a taste for,
and some means of, independent thinking.
Moreover, Learning to solve problems, as you will discover is not a
difficult task. It can be enjoyable and challenging. However, it does require
you to think and make a conscious effort. Also, it can only be learned
not by merely watching, but by actually doing a lot of problems. (Coronel,
et al. 2000)
The reasons for math anxiety can be classified by three main factors:
environmental, having negative experiences in math subjects or with bad
teachers personal, the lack of confidence, low self-esteem, and the influence of
previous negative experiences with mathematics or; cognitive, the innate
qualities such as failure to naturally adept at math, which fuels a sense of
inadequacy (Adelson, 2014).
Since math demands correct answers, it may bring about more anxiety
over making mistakes compared to reading and understanding (Menon, 2012).

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In the case of other students, factors such as the fear of not finishing a
timed test, being placed in math courses above level of competence, or feeling
not in control of one’s life situation, can also contribute to one’s math anxiety
(Diaz, 2009).
According to Pekrun (2006), a leading researcher in the area of emotions
in the classroom, the Control-Value theory of Achievement Emotions helps
explain this. The theory is centered in the trigger of achievement emotions, which
includes activity-related emotions such as enjoyment, and anxiety. There are
two: (1) how much as student values what they are doing and (2) how much
control the student believes that he or she has over a task. When a student
highly value what they are doing and has a high level of control over the task, he
would find enjoyment. On the other hand, when a student highly values a task
but has no control, anxiety is experienced.
On the other hand, the Western perspective was explained by Buckley
(2011) who stated that “negative community beliefs about math are often heavily
endorsed in adolescence throughout high school per culture norm”. The majority
of society share the commonality of math anxiety that it has been socially
accepted to be normal. Due to the association of math with the idea of
intelligence, the rest of society that don’t show high levels of math anxiety are
labeled as a nerd due to their enthusiasm and ability to perform better than
others.
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Related Studies
The study of Stoehr, Kathleen J. (2016) entitled “Mathematics Anxiety;
One Size Does Not Fit All” used questionnaire in gathering data. This study aims
to investigate the possible outcome when mathematics educators, especially the
elementary teachers possess confidence and competence in teaching
mathematics. This study analyzes how there women prospective elementary
teachers described, explained, and related their experiences of mathematics
anxiety while learning mathematics as K-12 students and while learning to teach
mathematics. This study reveals that mathematics anxiety may reach beyond
assessment situations and impact women prospective elementary teacher’s
larger mathematical histories. This study shows how women prospective
elementary teachers may interpret mathematics anxiety as specific fears (e.g.,
loss of social belonging, loss of personal identity, or loss of practical competency)
and how specific coping strategies may be invented to cope with the fear.
In addition, the study of Abbasi and Samadzadeh (2013) entitled “Study of
Mathematic Anxiety in High School and its relationship with self-esteem and
teachers personality characteristics” attempts to study the relationship between
the mathematical anxiety among high school students and their self-esteem and
teachers personality characteristics. From among the high school students some
480 people were categorically in accordance with their characteristics and 60
mathematics teachers were also chosen through this method. The data were
collected through the use of self-esteem questionnaire of Cooper Smith and
Mathematics Anxiety Questionnaire and personality questionnaire by Neo.

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Furthermore, the study of Hamza and Helal (2013) entitled “Math’s Anxiety
in College Student across Majors: A Cross-cultural study” used survey data
collected from two countries, Egypt and The United States of America (USA).
There were 330 participants (162 males and 168 females), all of whom were
undergraduate students. 169 participants were studying at Tanta University,
Egypt and 161 participants at the University of Arkansas, USA. The study aimed
to investigate math’s anxiety in undergraduates with different main subjects of
study and across cultures. A 4x2 ANOVA was conducted to evaluate the effects
of the student’s country and main subject of study on math anxiety.
The study of Aldrin John Joa Estonanto, Math anxiety is characterized by
manifestations of negative behaviors of learners towards mathematical concepts.
This study investigated the relationship between math anxiety and the academic
performance in Pre-calculus of Senior High School Students taking science,
Technology, Engineering and Mathematics (STEM) Strand at Sorsogon State
College Sorsogon City Campus. The research design utilized was descriptive
correlational. Eighty-eight (88) respondents out of one hundred eighty (180)
students or two (2) out of four (4) sections from the laboratory high school were
purposely selected, and took a math anxiety test seventy-seven (77) percent are
found to have math anxiety. Forty-one (41) percent had low academic
performance. Results revealed further that there is significant relationship
between math anxiety and performance of students in pre-calculus. It is
concluded that math anxiety has negative effect on the academic performance of
students in Pre-calculus.
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The study of Andaya, Olive Joy F. In this study aimed to identify the
factors that affects the achievements of students in the Mathematics and to
determine the relationship between the student’s achievements and individual,
instructional, classroom management and evaluation factors. The 239 Bachelor
of Elementary Education (BEE) students were the subjects of the study. The
descriptive correlational design was used. Data were subjected to statistical
analyses using t-test, Pearson r and multiple regression.
Synthesis
The study of Stoehr, Kathleen J. differs from the present study because
the previous study aims to investigate the possible outcomes when mathematics
educators, especially the elementary teachers possess confidence and
competence in teaching mathematics. While the present study focuses on the
causes and effects of math anxiety on the academic performance of the
students.
The present study also differs from the study of Abbasi and Samadzadeh
because it attempts to study the relationship between the mathematical anxiety
among high school students and their self-esteem and teacher’s personality
characteristic. The previous study chose their respondents categorically in
accordance with their characteristic and them also chose 60 mathematics
teachers through this method. While the present study do not include teachers as
respondents. But both studies use questionnaire in gathering data.

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The study of Hamza and Helal differs from the present study because the
study aims to investigate math anxiety in undergraduate with different main
subjects of study and across cultures. Also to evaluate the effects of the
student’s country and main subject of the study on the math anxiety. But both
previous and present study use survey questionnaire to collect data.
The present study is similar to the study of Andaya, because the previous
study aimed to identify the factors that affect the achievement of student’s in
mathematics and to determine the relationship between the student’s
achievements an individual, instructional classroom management and evaluation
factors. But this study used t-test to analyze data.

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Conceptual Framework
INPUT PROCESS OUTPUT
1. What are the
difficulties that the
students are
experiencing during
math class?
2. What are the
causes of math The researcher will gather Suggestion of the strategies
anxiety in most of data from various types of or activities from the
the students? 3. How references and also the researchers for the
can Math Anxiety distribution of questionnaire remediation of math anxiety.
affect the to the respondents.
performance of the
students in
Mathematics?
Figure 1
Math Anxiety: Causes and Effects to the Academic Performance of Grade
11 HUMSS Students in Tipas National High School (Grade 7-12)

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Math Anxiety might cause decreased performance and power
performance might elicit math anxiety. Math performance is driven by anxiety’s
devastating consequences on learning and recalling math skills. The theoretical
framework has a stars to symbolize the students who is the center of math
anxiety together with their teacher’s teaching skills.
This study was anchored on the point of view and theories of the following
well know authorities which are closely relevant to the researchers study.
The Reciprocal Theory. The mixture of evidence for each pf the two theories
suggests that in fact they might both play a part in the relationship between
math’s anxiety and performance. That is, math’s anxiety might cause decreased
performance and poorer performance might elicit math’s anxiety, as summarized
below.
The deficit Theory. The deficit theory suggests that people who start out with
poorer math’s performance are more likely to develop anxiety about math.
The Debilitating Anxiety Model. The Debilitating Anxiety Model suggests that
link between math’s anxiety and math’s performance is driven by anxiety’s
devastating consequences on learning and recalling math’s skills.
Definition of Terms
Anxiety. This term refers to the state of uneasiness about what may
happen. (Collins Student’s Dictionary). In this study, it is the felling of
nervousness and being anxious to a particular subject or event.

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Conscious. This term refers to the way of being aware of one’s
surroundings and of oneself or being aware of something. (Collins Student’s
Dictionary). In this study, it is the way of being aware and setting the mindset on
the real world.
Extensive. This term refers to the way of gaining or having many details,
ideas or items on a particular subject. (Collins Student’s Dictionary). In this study,
extensive means enough deep and filled with content about a particular subject.
Influence. This term refers to the act or power of producing an effect
without apparent exertion of force or direct exercise of command. (Merriam
Webster’s Collegiate Dictionary). In this study, influence means the effects or
impact of one subject to another.
Interest. This term refers to the feeling that accompanies or causes
special attention to an object or class of object. (Merriam Webster’s Collegiate
Dictionary). In thus study, interest refers to the willingness or likeness of a person
towards one object.
Knowledge. This term refers to the facts or experiences know by a
person or group of people. (Collins Student’s Dictionary). In this study, it is our
learnings towards one subject and the way we apply it.
Mathematics. This term refers to the group of related sciences, including
algebra, geometry and calculus, which use a specialized notation to study
number, quantity, shape and space. (Collins Student’s Dictionary). In this study,
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mathematics demands correct answers, it may bring about more anxiety over
making mistakes compared to reading and understanding.
Progress. This term refers to the way of moving forward, to develop to a
higher, better more advanced stage. (Merriam Webster’s Collegiate Dictionary).
In this study, it refers to the development and changes with an accordance to
positive outcome.
Skills. This term refers to the special ability or expertise enabling one to
perform an activity very well. (Collins Student’s Dictionary). In this study, skills
refers to the abilities or capabilities of one person in doing something extensively
and with passion.
Vulnerable. This term, is the way of being easily influenced or tempted.
(Collins Student’s Dictionary). In this study, vulnerable means being easily
influenced to our surrounding especially when it comes in negativity.

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Chapter III
RESEARCH DESIGN AND METHODOLOGIES
Research Design
According to Andales, (2008) the descriptive method of research was
used by the researcher in conducting the study to be able to arrive at a more
conclusive result. Descriptive research method is a purpose process of
gathering, analyzing, classifying and tabulating data regarding the prevailing
conditions about such data with or without the aid of statistical methods.
However, the present study employed a quantitative descriptive research
design. Descriptive research design aims to observe and report on a certain
phenomenon type of behavior or traits as it takes place or in manifest itself. The
research archives this objective by using rating scales and other means to
measure the variables as they occur.
The research will use a survey questionnaire in this study to be an
instrument in gathering data. To know the causes and effects of math anxiety on
the academic performance of hums students.
Context and Participants
The total population of Grade 11 HUMSS were 42 students but only 35
became as an active respondents of the study. This study have participants
which consist of 20 boys and 15 girls in Senior High students Grade 11, in the
academic track, HUMSS strand. The researchers did not use any method
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because only HUMSS Jeremiah will be the subject or the respondents of this
study.
The respondents consist of 26 male and 16 female students. The
researcher did not use any sampling method in choosing respondents. The
abuse mentioned number of respondents are the total number of students in a
section.
Data Gathering Instrument
The researchers will use survey questionnaire as the main instrument in
gathering data. The questionnaire contains the possible answer to the question in
the study.
The questionnaire is divided into four parts. The first part contains the
profile of the respondents, including the age, sex and the grade and section. The
second part discusses the difficulties that the students are experiencing during
math class. The third part includes the causes of Math Anxiety in most of the
students. The last part discusses on how Math Anxiety affect the performance of
the students in Mathematics.
The researchers will seek more information and gather data from the
different sources such as libraries and internet to have a clear items for the
questionnaire that the researcher will be created.
The researchers will ask for help to their teacher for further information
and suggestions that would help to broaden their study that they will conduct.
This would improve and develop the items of the questionnaire.

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The paper is a descriptive survey which sought to ascertain the
expectations or perceptions of the respondents towards math anxiety.
This study conducted with the help of Grade 11 HUMSS student of
Tipas National High School (Grade 7-12).There research questions guided the
study. The instrument for data collection was thirty items questionnaire
developed by the anxiety.
Construction of Questionnaire
To gather the information, the researcher made used of the questionnaire
as the primary tool. The researchers gathered relevant information from several
references such as books, handbooks and unpublished materials.
With the guidance of the adviser, the researchers prepared a preliminary
draft of questionnaire and presented it to the adviser for comments and
suggestion.
After the first draft was done, it was presented to the adviser for
improvement. The adviser gave her comments and suggestions regarding the
problem. The researchers incorporated the given suggestion of the adviser.
Validation of Questionnaire
The researchers prepared a letter for the validator of the instrument.
Afterwards, the researchers rewrote the draft, incorporated the corrections and
suggestions and then showed it to the adviser for approval. After the corrections
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were considered the copy was administered Grade-11 HUMSS students at Tipas
National High School (Grade 7-12)
Administrations of the Questionnaire
After the approval of the research Teacher, the researchers administered
the questionnaire and personally guided the respondents in answering the items
by explaining the directions clearly. Also the researchers clearly articulated
among the respondents the purpose of the study to assure reliable answer from
them.
Scoring of the Responses
Option Scale Range Verbal Interpretation

4 3.26 – 4.00 Strongly Agree
3 2.51 – 3.25 Agree
2 1.76 – 2.50 Disagree
1 1.00 – 1.75 Strongly Disagree
Data Gathering Procedure
 The researcher has conformed precise procedures in the conduct of
this study.
 The researcher chose a certain title for the study it must not be too
long but still vivid. And defend it to the panelist or research teacher
until it was approved.

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 Researchers chose who would be the respondents of the study that
would suit to the research that they were conducting. In choosing
subject of the study, there’s no sampling method used.
 Researchers construct their survey questionnaire based on the
personal experiences of the researchers. After that, it was checked
and revised by the research teacher before distributing it.
 Researchers made schedule for them to freely distribute the
questionnaires at a specific time. And ask permission from the
principal and class adviser.
 After obtaining the permission, researchers started to distribute the
questionnaires on the respondents.
 Right after the respondents answered the copies of questionnaire,
the retrieved copies of the questionnaire were tallied and analyze.
Statistical Treatment of Data
To be able to analyze the data gathered, the following statistical
measures were used in the study:
Percentage: This was used to measure a specific variable in relation to its
total amount.
Weighted Mean: This was used to interpret data gathered and to
determine the average of responses in each item of the questionnaire.
Chapter IV
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PRESENTATION, ANALYSIS AND INTREPRETATION OF DATA
This chapter represents an analysis and interpretation of the data obtained
in the study. Its findings were based on the gathered through the questionnaire
retrieved from the respondents. Those data were then analyzed to be presented,
discussed and interpreted according to the perimeters of this research to answer
the problem sought for this study.
The topics discussed in the chapter were arranged as follows.
1. What are the difficulties that the students are experiencing during math
class?
2. What are the causes of the Math Anxiety in most of the students?
3. How Math Anxiety can affects the performance of the students in
Mathematics?
4. What are the suggested activity/ strategy for the remediation of Math
Anxiety?
Findings
The following were the findings based from the study:
1. The Difficulties Experienced by the Students During Math Class.
The table 4 presents the difficulties experienced by the students during
Math class in Grade 11 HUMSS students.
Table 1
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The Difficulties Experienced by the students during Math class.
Items Weighted Verbal Rank

Mean Interpretation
1. I cringe when I have to go to
Math class. 3.03 Agree 5
2. I am uneasy about going to the
board in Math class. 3 Agree 6
3. I am afraid to ask questions in
math class. 3.11 Agree 2
4. I am always worried about being
called in math class. 3.06 Agree 4
5. I understand math now, but I
worry that it’s going to get really 3.6 Agree 3
difficult soon.
6. Sometimes, I plan to skip my
math class. 2.43 Disagree 10
7. I fear math test more than any
other kind of subject. 2.71 Agree 9
8. I don’t know how to review my
lessons for math tests. 2.83 Agree 8
9. The lessons are clear during
math class, but after few minutes, I
have difficulty recalling the lessons 3.26 Agree 1
we discussed like I was never
there.
10. I’m afraid that I can’t cope up
with the lessons. 2.89 Agree 7
Composite Mean 2.99 Agree
The data in the Table 1 revealed that the difficulties experienced by the
students during Math class. Acquired a composite mean of 2.99 and has a verbal
interpretation of agree. The difficulties experienced by the students during Math
class were: I cringe when I have to go math class, (3.03); I am uneasy about
going to the board in math class, (3); I am afraid to ask questions in math class,
(3.11); I am always worried about being called in math class, (3.06); I understand
math now, but I worry that it’s going to get really difficult soon, (3.6); Sometimes,
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I plan to skip my math class, (2.43); I fear math test more than any other kind of
subject, (2.71); I don’t know how to review my lessons for math test, (2.83); The
lesson are clear during math class, but after few minutes, I have difficulty
recalling thee lessons we discussed like I was never there, (3.26); and I afraid
that I can’t cope up with the lessons, (2.89).
The foregoing data implied that item number 9 got the first rank and it is
oblivious that the students were able to understand math lessons during their
class hours but after that, they are not able to recall or remember it is well.
Therefore, there is difficulty on someone’s memorization technique or being
distracted during math class. According to Preis and Biggs (2001) Symptoms in
Math Anxiety may be physical or psychological. Physical symptoms include
nausea, shortness of breath, sweating, heart palpitations and increased bleed
pressure. Some psychological symptoms are memory loss, paralysis of thought,
loss of self-confidence negative self-talk math avoidance and isolation. While the
item number 6 got the lowest rank, therefore Grade 11 HUMSS students don’t try
to skip their math class because even mathematics is difficult to its context,
HUMSS students are willing to learn and listened math lectures. According to
Coronet, et al (2000), learning to solve problem, as you will discover is not a
difficult task. It can be enjoyable and challenging. However it does require you to
think and make a conscious effort. Also it can only be learned not by merely
watching, but by actually doing a lot of problems.
3. The Causes of Math Anxiety in Most of the Students.

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The table 2 presents the causes of Math anxiety in most of the student.
Table 2
The Causes of Math Anxiety in Most of the Students

Mean Interpretations
1. I got low grades in math since
elementary. 2.26 Disagree 10
2. I have my frustrating experience in
learning math from years ago. 2.71 Agree 8
3. There’s always an intense lectures. 2.83 Agree 5
4. Our math teacher was terror and 2.51 Agree 9
strict.
5. The tests that were given to us is
too demanding but the allotted time is 2.74 Agree 6.5
too short
6. I’m afraid to be judged by everyone
when my answer is wrong. 2.89 Agree 3
7. I’m afraid to commit mistakes. 2.86 Agree 4
8. I’ve been scolded foe getting a
wrong answer. 2.74 Agree 6.5
9. Time limit for math computations
causes emotional and physical 2.97 Agree 2
pressure.
10. Our math teacher is expecting too
much from us. 3.14 Agree 1
The data in table 2 discusses the causes of math anxiety in most of the
students. The situations that the students got low grade in Math since elementary
is the lowest rank that has the weighted mean of 2.26 and has a verbal
interpretation of disagree. These causes are: I got low grades in math since
elementary, (2.26); I have my frustrating experience in learning math from years
ago, (2.71); There’s always an intense lectures, (2.83); Our math teacher was
28
terror and strict, (2.51); The tests that were given to us are too demanding but
the allotted time is too short, (2.74); I’m afraid to be judged by everyone when my
answer is wrong, (2.89); I’m afraid to commit mistakes, (2.86); I’ve been scolded
for getting a wrong answer, (2.74); Time limit for math computations causes
emotional and physical pressure,(2.97); and Our math teacher is expecting too
much from us (3.14).
The foregoing data implied that item number 10 got the first rank. And that
means that one of the most common causes of math anxiety is concerned on the
way math teacher interact with his students. If the teacher was expecting too
much from his/her students, definitely they will get worried or uneasy during math
class. According to Polya (2000) “Mathematics taught and learned appropriately
improves the mind and implants good habits of thought”. He also disclosed that a
mathematics teacher has a great opportunity. If he fills allotted time with drilling
his students in routine operations, he kills their interest, hampers their intellectual
development and misuses his opportunity. But if he challenges the curiosity of his
students by setting them problem proportionate to their knowledge, and helps
them to solve their problems with stimulating questions, he may give them a taste
for and some means of, independent thinking.
However, item number 1 got the lowest rank. It can be interpreted that
most of the Grade 11 HUMSS students doesn’t have low grades during their
elementary days. Student’s performance in Mathematics for the past few years
became good as it was and they show their active participation that was
obviously showed by their grades. According to Maloney & Beilock (2015) the
29
early onset of math anxiety amongst elementary students are most likely caused
by social influences and cognitive predispositions. In cognitive, predispositions a
child will have negative views towards math in the future as they progress in
formal schooling if they are lacking in their skills. Cognitively predisposed
children are more vulnerable to negative social influence.
The data in the table 2 revealed that the causes of math anxiety in most of
the students acquired a composite mean of 2.77 and has a verbal interpretation
of agree.
4. The Effects of Math Anxiety on the Performance of the Students in
Mathematics.
The table 3 presents the effects of math anxiety on the performance of the
students in mathematics.
Table 3
The Effects of Math Anxiety on the Performance of the Students in Mathematics.

Mean Interpretations
1. I got low grade in our math class. 2.69 Agree 8
2. I remained silent when it comes to
discussions. 2.86 Agree 3
3. I’m always worried and I can’t
focus on the lecture. 2.91 Agree 2
4. I am always distracted. 2.83 Agree 5
5. I’m losing my self-confidence. 2.63 Agree 10
6. It made me stressful. 2.83 Agree 5
7. Sometimes I believe that I can’t
accomplish any task related to math. 3.14 Agree 1
8. I feel that I’m the only one who
experiencing difficulties in math. 2.71 Agree 6.5
30
9. I think that I cannot solve any math
problem. 2.71 Agree 6.5
10. I’m always experiencing memory Agree
loss during math class. 2.66 9
The data in table 3 were about the effects of math anxiety on the
performance of the students in mathematics. These are; I got low grade in our
math class, (2.69); I remained silent when it comes to discussion, (2.86); I’m
always worried and I can’t focus on the lecture, (2.91); I am always distracted,
(2.83); I’m losing my self-confidence, (2.63); It made me stressful, (2.83);
Sometimes I believe that I can’t accomplish any task related to math, (3.14); I
feel that I’m the only one who experiencing difficulties in math, (2.71); I think that
I cannot solve any math problem, (2.71); and I’m always experiencing memory
loss during math class, (2.66).
The foregoing implied that item number 7 got the first rank. It can be
concluded that once a person experience math anxiety, he loses his self-esteem
that will lead to self-downgrading. He believe that he can’t accomplish any task
related to math. According to Adelson, (2014) the reasons for math anxiety can
be classified by three main factors, environment having negative experience in
math subjects or with bad teachers personal, the lack of confidence, low self-
esteem and the influence of previous negative experiences with mathematics or,
cognitive the innate qualities such as failure to naturally adept at math, which
fuels a sense of inadequacy. However item number 5 got the lowest rank means
that HUMSS students didn’t lose their self-confidence and performed well during
31
math class. Most of the class are participating on the class attentively and
confidently. According to Pekrun, (2006) a leading researcher in the area of
emotions in the classroom, the control value theory of Achievement Emotions
helps explain this. The theory is centered in the trigger of achievement emotions,
which includes activity related emotions such as enjoyment and anxiety. These
are two: (1) how much as student values what they are doing and (2) how much
control the students believes that he or she has over a task. When a student
highly value what they are doing and has a high level or control over task, he
would find enjoyment.
The data in the table 3 revealed that the effects of math anxiety on the
performance of the students in Mathematics acquired a complete mean of 2.80
and has a verbal interpretation of agree.
Rationale
Effective Strategies to reduce Math Anxiety; reduces tension and improves
learning of the Grade 11 HUMSS students of Tipas National High School
(G7-G12)
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 strong. The
primary concern of this study is to determine the causes and effects of math
anxiety and how it affects the academic performance of Grade 11 HUMSS
students of Tipas National High School.

32
The people involved on the activity are the Grade 11 students, math
teachers, administrators, and the parents. The proposed action plan will be the
researchers contribution. This would be beneficial to the above mentioned
people.
The first objective is to help every student to get focused during math
class. The activity that may help the students to get focused during math class is
that the math teachers must provide energizers or a sort of stimulation the t will
give a piece of enjoyment on the whole class. Providing energizer is the activity
wherein the math teacher would show pop music videos for the students to
dance because exercise always put everyone in a good mood, made students
more comfortable with working in groups, and made them more focused and
relaxed after the tension was relieved. Based from the activities that the
researcher proposed, the expected output will increased student’s involvement,
and willingness to learn and focus during math class.
The next objective is to provide support and encouragement from the
teachers to their students. The proposed activity is open-forum. It will be help
before starting the class. The students will have the opportunity to share what
they feel about math and what they struggle with in particular, and the math
teacher will also provide encouraging words that will make the students more
comfortable in math class. Teachers will provide encouragement to all students,
emphasize that everyone makes mistakes and refrain from tying self-esteem to
success in math. Based from the activities that the researchers proposed, the
33
expected output will motivate the students and believe that they can do math as
long as they want to.
The last objective is to promote an open culture that enables the students
to cooperatively share their views and experiences math anxiety. The school
administrators will provide a seminar for the students, that aims to educate and
motivate the students that no matter how hard the math subject is, they can
possibly do any related task to mathematics just focused on it and be
hardworking. Aside from the seminar, math teacher will provide testing sessions
regularly because by means of that, teacher trains students to become more
accustomed to working under pressure by regularly administering timed practice
tests. Based from the activities that the researchers proposed, the expected put
pull will be, the students will see that facing math every day is a normal thing and
made them realize that mathematics is a very useful tool that we use even in our
daily lives.
Table 4
Effective Strategies to Reduce Math Anxiety; Reduces Tension and Improves Learning of the
Grade 11 HUMSS Students of Tipas National High School (G7-G12)
Areas of Activities Objectives Persons Expected

Concern Involved output
Focus Energizer or - To put - Math teacher - Increased

Stimulation everyone in a and the student’
- It will be held good mood, students involvement,
before starting made students willingness to
34
the math class. more learn and
The math comfortable focus during
teacher would with working in math class.
show pop groups and
music videos made them
for the students more focused
to dance. and relaxed
after the
tension was
relieved.
Support and Open-Forum - To provide - Math teacher - It will
Encourageme - It will be help encouraging and the motivate the
nt before the words that will students. students and
class make the make them
discussion. students more believe that
Students will comfortable in they can do
have the math class. math as long
opportunity to as they want
share what to.
they feel bout
math and what
they struggle
with in
particular.
While the math
teacher will
provide
encouragement
to all the
students,
emphasize that
35
everyone
makes
mistakes and
refrain from
tying self-
esteem to
success in
math.
Knowledge Activities - To educate - Math teacher, - The students,
Seminar/ and motivate school will see that
Session the students administrator facing math
- School and also train and the every day is a
administrations students to students. normal thing
will provide a become more and made
seminar for the accustomed to them realize
students and working under that
the math pressure by mathematics is
teachers will regularly aver useful tool
provide testing administering that we use in
sessions timed practice. our daily lives.
regularly.
CHAPTER V
36
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary, conclusions of the study as well
as the recommendation base on the researcher findings
Summary
The main purpose of this study was to identify the causes and effects
of math anxiety to the academic performance of the grade11 HUMSS students in
Tipas National High School. It involved forty two (42) Grade11 HUMSS students
as respondents, but only thirty-five (35) students were actively participated the
study. The descriptive type of research was employed by the researcher with the
questionnaire as the major instruments used in gathering data. The statistical
tools used were statistical treatment, percentage and weighted mean.
Specially, this study help to access the profile of the respondents in
term of age and gender. The difficulties experienced by the students during the
Math class was also considered. Next are the causes of math anxiety in most of
the students and the effects of math anxiety on the academic performance of the
students in mathematics were also considered. Lastly, based from the findings of
the study, some suggested activities are proposed for the remediation on math
anxiety.
Findings
37
Based on the presentation, analysis and interpretation of data that
had been conducted, the came up with the following result:
1. There were 35 respondents used in the study, there are 57
percent of males and 43 percent of females. It showed that males are of greater
in number than those of female respondents. In terms of their ages, there were
43 percent who were 16 years old and at the same time with those who were 17
years old, while 14 percent of the respondents were 18 and above.
2. The respondents neutrally agreed to, the lessons are clear during
math class, but after few minutes, I have difficulty recalling the lessons we
discussed like I was never there, with a weighted mean of 3.26 and was ranked
as first. While the respondents disagreed to “Sometimes, I plan to skip my math
class” with a weighted mean of 2.43 and was ranked as tenth. The data in the
table 4 revealed that the difficulties experienced by the students during math
class acquired a composite mean of 2.99 and has a verbal interpretations of
neutral.
3. Based from the study, one of the causes of math anxiety was “Our
math teacher is expecting too much from us” with a weighted mean of 3.14 and
was ranked as first. While the least cause was “I got low grades in math since
elementary” with a weighted man of 2.26 and was ranked as tenth. The data in
the table 5 revealed that the causes of math anxiety acquire a composite mean
of 2.77 and has a verbal interpretation of neutral.

38
4. Based from the study, one of the effects of math anxiety was
“Sometimes I believe that I can’t accomplish any task related to math” with a
weighted mean of 3.14 and was ranked as first. While the least effect was “I’m
losing my self-confidence” with a weighted mean of 2.63 and was ranked as
tenth. The table 6 revealed that the effects of math anxiety on the performance of
the students in mathematics acquired a composite mean of 2.81 and has a
verbal interpretations of neutral.
5. The suggested activities are deemed helpful to Grade 11 HUMSS
students in enhancing their skills and abilities during math class. It will also help
them to get focused and believe on themselves that they can do any related task
to math.
Conclusions
Based on the foregoing findings, the researchers gave the following
conclusions:
1. One of the most difficulties that the students are experiencing
during math class is, the students were able to understand math lessons during
their class hours but after that, they are not able to recall or remember it as well.
Therefore, there is difficulty on someone’s memorizations or being distracted
during math class.
2. Based from the study, the most causes of math anxiety was the
teacher’s impact towards his students, the way he interact with them. When a
39
particular math teacher was expecting too much from his students, the tendency
is the students will feel anxious about math and feel worried all the time.
3. Being anxious and worried about math brings a lot negative effects
and one of these is losing one’s self-esteem and confidence. Students believe
that they can’t accomplish any task related to math and it leads to distresses.
4. In general, math anxiety was experienced in most of the Grade 11
HUMSS students. Most of them dislike mathematics to its context because of
their previous experiences and get used to it. Because of this anxiety, student’s
performance during math class is affected due to worries and fear that they feel.
Limitations of the Study
The researchers encountered unexpected scenarios in the conduct
of this study. This includes conflict in making schedule because Grade 11
HUMSS students do not face time. They do not have time to accommodate the
researchers for the distribution of questionnaire. But the researchers did their
best to encourage the participants of the study to answer the questionnaire. The
second struggle that the researchers encountered was, when the respondents
were incomplete during the day of distribution of questionnaire, back to the other
days and still, incomplete.
Researchers also experienced the feeling of doubts on the results of
the study because the moment that the respondents answer the questionnaire,
some of them quickly answered the questionnaire without reading it very well.
These scenarios existed because of the lack of time, all of the respondents or
40
students were all busy with their own task that’s why the allotted time in reading
and answering the questionnaire was not also enough.
Recommendations
Based on the following findings and conclusions, the researchers
suggest the following recommendations:
1. Students must be comfortable with math because it requires a
great deal of patience and hard work on the student’s part.
2. Parent should help their child’s development and build a positive
attitude in math.
3. Math teachers must provide better environment for learning since
they play a great role in the student’s success in math.
4. Students must be surrounded with positive teachers and students.
5. Teachers can have a great impact on a student’s feelings towards
math. Even if the teacher is enthusiastic about math, supplement teaching with a
qualified tutor is recommended.
6. The proposed plan of activities should be adopted by the school
administrators, math teachers, parents and students to develop student’s
knowledge, skills, self-confidence and interest towards mathematics.

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1

Mathematics is an old, broad and deep discipline (field of study).

Mathematics is a broad and deep discipline that is continuing to grow in breadth

and depth. Nowadays, a Ph.D. research dissertation in mathematics is typically

narrowly focused on definitions, theorems, and proofs related to a single problem

in a narrow subfield in mathematics. Like reading and writing, math is an

important component of learning and “doing” (using one’s knowledge) in each

academic discipline. Mathematics is such a useful language and tool that it is

considered one of the basics in our formal educational system.

by Howard Gardner in his Multiple Intelligences. One common misconception

Instead, multiple intelligences represents different intellectual abilities. Learning

styles, according to Howard Gardner, are the ways in which an individual

approaches a range of tasks. They have been categorized in a number of

to learning, we want to avoid restricting how we define student potential. People

Likewise, students probably hate Mathematics since they’ve encountered

phobia or disorder. It is popularly known as “Math Anxiety”, it refers to the feeling

middle or in secondary level.

Some students have focused on students as young as first grade

experiencing math anxiety (Harari, Vokovic and Bailey, 2013). In addition,

assist in easing the psychological and physical symptoms children experience.

encouraged through errors have been shown to ease math anxiety.

with math is more than simply disliking algebra or fractions.

them as math becomes more complex.

can be regarded as personal vicious cycle unreasonable beliefs, anxiety, and

protective behavior, and emotional reaction to Mathematics, is Perhaps because

of a previous bad experience in Mathematics. While from the study of Dicdican

(2011), Mathematics teaching is both an art and science. An effective teacher

integrates theory with practice, to develop one philosophical framework for

teaching Mathematics, we begin by understanding the nature of Mathematics.

In conducting this study, the researchers want to emphasize the Math

students in terms of academics. It is relevant to know the factors and reasons

subject and how they cope up with that situation.

This research would be beneficial as it aims to discover new ideas and

Significance of the Study

The findings of this study will be useful to the following entities:

To the Parents. This study is essential to them, because as a parent they

To the other Researchers. This study would be of great help in their

data could be their basis in gearing up a related study.

Statement of the Problem

the academic performance of the students in Tipas National High School.

Specifically, this study sought to answer the following questions:

2. What are the causes of Math Anxiety in most of the students?

3. How can Math Anxiety affect the performance of the students in

4. What are the suggested activity/strategy for the remediation of Math

academic performance of the selected Grade 11 HUMSS students at Tipas

the subject of their study.

students. Furthermore, the effects of this anxiety to the student’s performance in

remediation of Math Anxiety.

This study is conducted at Tipas National High School, first semester of

SY 2018-2019. This particular study is conducted in this location since the

REVIEW OF RELATED LITERATURE

Math anxiety is a debilitating emotional reaction to mathematics that

is increasingly recognized in psychology and education. 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 “. Math Anxiety is a serious and

pervasive problem, especially in the community-high school setting.