1

OUTDOOR EDUCATION AND IT’S EFFECT TO SELF-EFFICACY OF

ELEMENTARY PRESERVICE TEACHERS IN LUCENA CITY
 

An Undergraduate Thesis
Presented to the Faculty of the
College of Liberal Arts, Science and Education
Calayan Educational Foundation, Inc.
 
 
 
 
 
 
 
In Partial Fulfillment
of the Requirements for the Degree
Bachelor of  Elementary Education

BETHYMAY F. ESPINOSA

 2023
2

ABSTRACT

Title: Overcoming Mathematical Anxiety among

Junior High School Students: A Motivational
Teaching Strategy Development
Researcher: Mhart Leniel R.Ramos
Course: Bachelor of Secondary Education Major in
Mathematics
Date of Completion: 2022

This study was concerned with overcoming mathematical anxiety among Junior High
School students. The study conducted at Perez National High School(PNHS) in
Perez,Quezon. One hundred twenty seven (127) students from Grade 10 answered
validated questionnaire via Google form since the study is Quantitative-Developmental.
Thirty-one (31) respondents from grade 7, thirty-two (32) respondents from grade 8,
thirty-two (32) respondents from grade 9, and thirty-two (32) respondents from grade
10. Based on the findings revealed on this study. It implies that all the four components
in the Parkinson’s Four Factor Theory acts as the indicator to identify one’s emotional
experience (math anxiety). The component of appraisal towards external stimulus is the
most importance component and has significant effect on one’s emotional experience.
But at the same time, the emotional experience is affected secondarily by arousal, next
is action tendencies and lastly face expressions.After determining the math anxiety level
the researcher developed a motivational teaching strategy and validated by the experts.

Keywords:mathematical anxiety,Motivational Teaching Strategy.

3

INTRODUCTION

Schooling is a preparation for a bright future. This statement has been proven by

great number of people with remarkable achievements affixed to their names in the

different fields of endeavour. An achievement, however, is primarily dependent upon an

individual’s training and most importantly upon the kind of education one has chosen

and acquired. (Valera,2015)

Bachelor of Secondary Education (BSEd) is a four-year program that prepares

its students for the art and science of teaching. It builds know-how in pedagogy, such as

foundations of education, principles of teaching, facilitating learning, curriculum

development, child and adolescent psychology, assessment of student learning,

educational technology and instructional materials preparation, and classroom

management, among others, as well as would-be teachers’ disciplinal expertise. BSED

Mathematics also prepares you in teaching different branches of Mathematics such as

algebra, geometry, trigonometry, calculus and statistics in high school.

Background of the Study

According to Capuno et al;2019, Mathematics is the most essential and critical

subject in the school. Everyone needs to learn Mathematics as it is everywhere around

us and essential in our daily lives. 

In educational settings, anxiety can have detrimental effects on learners. It

involves feelings in specific situations, such as examinations, as well as overall

4

learning, and even lifelong academic and vocational development. Along with more

overarching anxiety disorders, individuals may suffer from specific forms of test and

performance anxiety that are connected to a knowledge domain. Clearly, the most

prominent of these disorders is math anxiety.

Highly math-anxious individuals are characterized by a strong tendency to avoid

math, which ultimately undercuts their math competence and forecloses important

career paths. Math anxiety disrupts cognitive processing by compromising ongoing

activity in working memory. According to Finlayson M. (2014), In today’s educational

systems, students of all levels of education experience math anxiety. Furthermore, math

anxiety is frequently linked to poor achievement in mathematics.

Teachers are one of the factors that affects the student’s attitude and motivate

them. It influences the students to build a positive or negative attitude towards a subject.

Teachers view their students into better person and plants learnings into them to be able

to become an intelligent person in the future. But some teachers failed on doing this

because of the teaching strategies they are using. 

The researcher decided to conduct this research to help the future teachers to

come up in a motivational teaching strategy that can help the students who are

experiencing mathematical anxiety and help the future researchers as well.

Objectives

The paper’s main objective is to seeks answer to the following:

1.Determine the Math Anxiety level among Junior High School Students

2. Develop a motivational teaching strategy

5

3.Test the validity of motivational teaching strategy

Literature Review

Math anxiety is a widespread, worldwide problem affecting all age groups.

Approximately 93% of adult US-Americans indicate that they experience some level of

math anxiety.( Blazer C,2011). Estimations are that approximately 17% of the US-

American population suffers from high levels of math anxiety. In a sample of adolescent

apprentices in the United Kingdom, approximately 30% of the study participants

reported high math anxiety, and a further 18% were at least somewhat affected by it.

The most extensive set of data is provided by the Programme for International Student

Assessment (PISA) studies. In its 2012 assessments, across the 34 participating

Organization for Economic Co-operation and Development (OECD) countries, 59% of

the 15- to 16-year-old students reported that they often worry math classes will be

difficult for them; 33% reported that they get very tense when they have to complete

math homework; and another 31% stated they get very nervous doing math problems. 

Mathematics anxiety is seen as a state anxiety that has been investigated by

educators and emerged in perceived situations related to the use of mathematics (Byrd,

1982). Mathematics anxiety is an emotional reaction that has indirect effects with poor

mathematics performance in terms of education and career path choice and direct effects

in terms of life-long events (Hembree, 1990). Mathematics anxiety occurs in situations

involving mathematical activities (Suinn & Winston, 2003). Mathematics anxiety is

often defined as tension, worry, and fear that interfere with mathematics performance
6

(Ashcraft, 2002). These strong emotions begin at different stages in students’

educational journey (Siebers, 2015). According to the other definitions in the literature

review, mathematics anxiety is one of the most important reasons that lead people to

negative thoughts about mathematics and leave them helpless (Bekdemir, 2009), is an

irrational state and fear that reduces mathematics learning opportunities and restricts

career choices (Haase, Guimarães, & Wood, 2019), and makes students stand in wonder

when they think about mathematics. Thus, it prevents students from exhibiting their

own potential and leads them to failure (Miller & Mitchell, 1994)

The teaching and learning process of mathematics is affected directly or

indirectly by the phenomenon of math anxiety experienced by the students. Math

anxiety could be due to negative past experiences or difficulties faced by students

throughout the process of learning mathematics (Puteh, 2002). Students who are

experiencing math anxiety tend to not pursue mathematics courses especially advanced

math course, avoid from choosing a career that required quantitative skills and also not

prefer to teach math subject if become a teacher (Hambree, 1990; Ho et al., 2000; Ma,

1999). Moreover, the highly anxious state led to avoidance from involvement with

mathematics-related task (Anderson (2007). The feeling of anxious and worry is a

human basic emotion that has been identified across culture boundary (Bodas and

Ollendick, 2005; Engelhard, 2001). Research on anxious feeling and achievement

motivation has focus on specific aspect such as test anxiety (Hambree, 1988; Bodas and

Ollendick, 2005) and math anxiety (Bandalos, Yates and Thorndike-Christ, 1995;

Hambree, 1990). Previous study has reported the existence of negative correlation
7

between test anxiety and performance in the educational and career context (Ackerman

and Heggestad, 1997; Cassady and Johnson, 2002; Erden and Akgul, 2010; Hambree,

1998; Seipp, 1991). Feeling of anxious is generally due to the worries towards specific

situation. In the lens of social-cognitive perspective, anxiety is defined as a state that

overly predict the occurrence of negative consequences that lead to worries (Bandura,

1997). Meanwhile, the term of math anxiety in this study refer to the students’ state of

anxious, worry and scare to deal with situation that required them to apply mathematics

knowledge and skills. The aspect of emotion is also a fundamental element in learning

process as it’s could persist students’ momentum of attention in the classroom. The

existence of uneasy feeling in students will eventually affect their capacity in receiving

information given by the teachers. As in learning mathematics, affective elements such

as feeling of anxious could give significant impact to students’ performance. This

situation align with previous review reported that more than half of the contributing

factors to students’ academic achievement as well as mathematics performance are

related to affective variables such as math anxiety (Suinnn and Edwards, 1982).

According to Self-Determination Theory (SDT; Deci and Ryan 1985; Ryan and

Deci 2000b), students have three basic innate needs: to feel related to others, to feel

competent and to feel autonomous. The provision of involvement by teachers can foster

students’ need for relatedness and the provision of structure (e.g. providing clear

guidelines) can foster students’ need for competence (Stroet et al. 2013). This study

specifically focused on teaching strategies that are aimed at supporting students’ need to

feel autonomous. Even though previous literature suggests that autonomy-supportive

8

motivational strategies foster students’ intrinsic motivation (Niemic and Ryan 2009;

Stroet et al. 2013; Vansteenkiste et al. 2004), studies in various countries have

demonstrated that many teachers rely on controlling strategies instead using extrinsic

rewards and punishments to encourage learning (Pelletier et al. 2002; Reeve et al.

2004a, b; Turner 2010; Turner et al. 2009). The finding that many teachers rely on

controlling strategies can partly be explained by teachers’ underlying personal beliefs

about what motivates students or their preferences towards a certain teaching style, but

previous literature has also indicated that contextual conditions, such as school

regulations, national standards or high-stakes testing, can pressure teachers towards

controlling motivational strategies (Reeve 2009). These have been referred to as ‘factors

from above’ (Pelletier et al. 2002). Additionally, teachers’ motivational strategies also

can be affected by ‘factors from below’ referring the particular characteristics of their

classroom population. Teacher expectancy literature (Rosenthal 1994) has shown that

teacher perceptions of their students’ ability or background can affect many aspects of

teaching and learning outcomes. Even so, little research has examined how teacher

perceptions of their students relate to the type of motivational strategies that teachers

believe to be effective and consequently adopt in their classrooms.

Educators believe that assessment in the classroom is aimed at helping students

perform well in relation to the learning standards. Learning standards comprise content

standards, performance standards, and learning competencies that are outlined in the

Basic Education Curriculum (BEC) K-12 curriculum. It is also simply help teachers do

a better job of teaching in synchronously remote, asynchronously remote and in-person

9

classes that can have a positive effect on both students' in-class learning and students'

performance on accountability tests.

Conceptual Framework 

The researcher constructed a framework to have a visual representation of

the ideas and variables that may be involved in this investigation to elucidate the

concepts.

Determining the
Mathematical Anxiety
level of the students

Develop Motivational Teaching

strategy

Validate the develop

motivational teaching strategy

The conceptual framework on the study Overcoming Mathematical Anxiety

among Junior High Students: a Motivational Teaching Strategy Development.
10

Significance of the Study

The primary findings of this study may be helpful for the following:

Students

This study will help them lower/overcome their mathematical anxiety by the

use of the motivational teaching strategy of the teachers.

Teachers 

This study will help them to utilize motivational teaching strategy so they can

help the students overcome/lower mathematical anxiety.

School administrators

This study will give them insights about the mathematical anxiety of their

students. Furthermore, it will help them ensure the quality of education all students

need.

Future researchers

This will help them to make this research as their basis or reference for the

future researches.

Scope and Delimitations of the Study

The researcher focused on determining the math anxiety level of the students

and develop a motivational teaching strategy. The study will take place in Perez

National High School. The administration of the questionnaires will run upon students'

availability.

This research limits on the students of Perez National High School (PNHS).
11

Derived from the total population of Junior high school students of PNHS, A total of

one-hundred-twenty seven respondents. Thirty-one (31) respondents from grade 7,

thirty-two (32) respondents from grade 8, thirty-two (32) respondents from grade 9, and

thirty-two (32) respondents from grade 10 were selected randomly.

Definition of Terms

In order to ensure clarity and understanding of the study, the following terms are

defined conceptually and operationally.

Overcome. Succeed in dealing with (a problem or difficulty).

Math Anxiety. Defined as a feeling of tension and apprehension that interferes

with math performance ability.

Motivational Teaching Strategy. These are techniques that promote the

individual’s goal-related behavior.

Develop. To grow or change into a more advanced, larger or stronger form.

12

METHODOLOGY

This chapter contains an explanation of the study’s methodology. This includes

the study’s research design as well as its population and sample size.

Research Design

This study about overcoming mathematical anxiety among Junior High school

students: A motivational teaching strategy development used the developmental type of

research. A survey form is used to collect the necessary information for the study. In

order to determine the research purpose and validity, the researcher used an adapted

questionnaire.

The developmental research design describes the math anxiety of the students.

That will be a basis for developing a motivational teaching strategy that can help the

students overcome mathematical anxiety. 

 Population and Sampling

The study focuses on the Junior High School students of PNHS selected

randomly from the population of enrolled junior high school students in the school year

2021-2022. The selected students will be the participants of the study in order to

determine their math anxiety level.

The researcher used a stratified random sampling technique in order to obtain

the number of respondents (from grades 7-10). Derived from the total population of

Junior high school students of PNHS, thirty-one (31) respondents from grade 7, thirty-
13

two (32) respondents from grade 8, thirty-two (32) respondents from grade 9, and thirty-

two (32) respondents from grade 10 were selected randomly, and having a total of one-

hundred-twenty (127) respondents.

Instrument

The researcher employed an adapted questionnaire as the primary tool for

gathering data to determine the mathematical anxiety level of the students. It is a survey

form to be answered by the respondents to measure the variables. The questionnaire that

the researcher used has 4 components. Component 1 is appraisal towards external

stimulus. Component 2 is arousal. Component 3 face expression. Lastly is action

tendencies.

The following descriptors and scales were utilized to interpret the data:

Table 1.Likert Scale

Numerical Value Statistical Range Verbal Interpretation

4 3.26-4.00 Always
3 2.51-3.25 Almost Everytime
2 1.76-2.50 Sometimes
1 1.001.75 Never Happened

Data Collection Procedure

The researcher conducted the study with the school, faculties, and students of

PNHS. With their help and approval, the researcher gathered the needed information.

The first step that the researcher did was write a letter of consent and gave it to the
14

persons involved (principal, advisers, students). Upon approval, the researcher did

sampling to determine who will be the respondents. 

The researcher sought validation of the questionnaire from the experts before

proceeding to the actual survey. Before the respondents answered the survey, the

researcher gave them a letter of consent to secure the confidentiality of the information

they provided. By writing to the principal of PNHS, the researcher also requested

permission and assistance. Following the data collection, the researcher organized the

information and used statistical treatment to evaluate, analyze, and interpret the finding.

Data Analysis

The researcher will use the following statistical treatment to accurately examine the

data. The tools used to analyze data include the percentage and weighted mean. The

researcher used the following formula.

∑ fw
WAM=
n

Where:

WAM = Weighted Arithmetic Mean

∑ f w = Summation of the product frequency and weight

n = Total number of responses

15

Ethical Considerations

The researcher tended to the ethical components such as informed consent,

advancing security, and regarding the namelessness, secrecy, and protection of the

members in actualizing this study. Before executing the study, the researcher made a

letter advising the members of nature and reason. The analyst clarified the significant

nature and reason, study withdrawal, informed consent, and term of the ponder to the

chosen participants. The members have the right to pull back at any given time.
16

RESULTS ANG DISCUSSION

This chapter explains how the data and results are presented, how the results are

discussed, how the data is interpreted and analyzed, and how this will be a help in

developing a strategy. Tables are provided to aid in the interpretation of the data

gathered.

Table 2 Appraisal towards External Stimulus

Descriptive
WM Rank
Equivalent
1. I feel worried when learning math concept that involve Almost
2.54
many symbols Everytime 8

2. I feel worried thinking of the good examination result as Almost

2.57
the criteria in the selection process to higher education level Everytime 6

3. I feel worried when math teacher likes to ask questions to Almost

2.57
the students Everytime 6

4. I will feel anxious once I see the examination question Almost

2.83
asked is different with what regularly asked Everytime 3
5. My previous math achievement makes me worry about
2.57
learning this subject. Almos Everytime 6

6. I feel worried when I see a lack of skills to learn a math Almost

topic that involves complex formulas Everytime
3.17
7.I feel worried when I see my friends' looks anxious before 1
entering the examination room or hall. Almost
2.65
8. I feel worried if I don't go to school and miss the math Everytime 4
lesson.
3.03
Almost 2
Everytime

Average Almost
2.74
Everytime

Table 2 shows the components appraisal towards external stimulus. The findings

revealed that almost everytime the students: (1) feel worried when they see a lack of

skills to learn a math topic that involves complex formulas,(2) feel worried if they don't
17

go to school and miss the math lesson, (3) will feel anxious once they see the

examination question asked is different with what regularly asked, (4) feel worried

when they see their friends' looks anxious before entering the examination room or hall,

(6) feel worried thinking of the good examination result as the criteria in the selection

process to higher education level, (6) feel worried when math teacher likes to ask

questions to the students,(6) are worried learning this subject because of their previous

math achievement, feel worried when learning math concept that involve many

symbols. Overall the average mean of appraisal towards external stimulus is 2.74 with

the descriptive equivalent of almost everytime.

Table 3 Arousal

Descriptive
WM Rank
Equivalent
9. My head is feeling hurt to answer math test questions 3.31 Always 1
10. My heart is beating fast when teachers ask me how good Almost
2.61 2
I am in a certain math topic Everytime
11. I will daydream if I could not answer math examination
2.23 Sometimes 5
questions
12. My palm is sweating when I'm answering math
2.28 Sometimes 4
examination questions.
13. My hands are trembling before answering math Almost
2.54 3
examination questions Everytime
Average Almost
2.59
Everytime

Table 3 shows the components of arousal. The findings revealed that the

students head are always feeling hurt when they answer math test questions, almost

everytime the students heart are beating fast when teachers ask them how good they are

in a certain math topic and their hands are trembling before answering math

examination questions. They also revealed that sometimes their palm is sweating when
18

they are answering math examination questions and they will daydream if they could

not answer math examination questions.Overall the average mean of arousal component

is 2.59 with the descriptive equivalent of almost everytime.

Table 4 Face Expression

Descriptive
WM Rank
Equivalent
14. I would frown my forehead when I could not answer a
2.39 Sometimes 3
math question asked by the teacher.
15. My face is feeling hot when sitting for the math Almost
2.84 1
examination. Everytime
16. My face is sweating easily before the math examination Almost
2.65 2
begins. Everytime
17. I will snap-lip because I'm worried that I could not
2.37 Sometimes 4
understand the math topic taught by the teacher.
Average Almost
2.56
Everytime

Table 4 show the face expression components.The findings revealed that almost

everytime the students face are feeling hot when sitting for the math examination and

also sweating before the math examination begins. Students also revealed that

sometimes they would frown their forehead when they could not answer a math

question asked by the teacher and they will snap-lip because they are worried that they

could not understand the math topic taught by the teacher.Overall the average mean for

the face expression components is 2.56 with the descriptive equivalent of almost

everytime.

Table 5 Action tendencies

Descriptive
WM Rank
Equivalent
18. I will keep silent during mathematics class because I’m 2.54 Almost
scared to be asked math question 3
Everytime
19

19. I will play with pen (other objects) when I could not 2.65 Almost
answer math question during class 1
Everytime
20. I will look at my other friends when I could not answer 2.52 Almost
math questions given by the teacher 4
Everytime
21. I go to the toilet during math class to avoid from being 1.83 7
ask a question Sometimes
22. I will try to complete the math examination faster before 2.55 Almost 2
the other students are done Everytime
23. I skip math class 2.08 Sometimes 6
24. I will move to the hidden position during math class 2.48 Sometimes 5

Average 2.38 Sometimes

Table 5 shows the action tendencies components.The findings revealed that

almost everytime the students: will play with pen (other objects) when they could not

answer math question during class, will try to complete the math examination faster

before the other students are done, will keep silent during mathematics class because

they are scared to be asked math question and will look at their other friends when they

could not answer math questions given by the teacher. Students also revealed that

sometimes: they will move to the hidden position during math class,they skip math class

and go to the toilet during math class to avoid from being ask a question.Overall the

average mean for action tendencies components is 2.38 with the descriptive equivalent

of sometimes.

Table 6 Measure analysis for the indicators of Math Anxiety

Descriptive
WM
Equivalent
Appraisal towards external stimulus 2.74 Almost Everytime
Arousal 2.59 Almost Everytime
Face Expression 2.56 Almost Everytime
Action Tendencies 2.38 Sometimes
Overall 2.57 Almost Everytime
20

Table 6 show the measure analysis for indicators of math anxiety.The findings

revealed that among the four indicators the highest rank is the appraisal towards

external stimulus with the mean of 2.74 and descriptive equivalent of almost everytime

while the second and third is arousal (measure mean =2.59)and face expression

( measure mean =2.56) with both descriptive equivalent of almost everytime and the

lowest is action tendencies(measure mean=2.38) with the descriptive equivalent of

sometimes.Overall the measure for math anxiety is 2.57 with descriptive equivalent of

almost everytime.
21

CONCLUSIONS AND RECOMMENDATIONS

Conclusions

Based on the findings revealed on this study. It implies that all the four

components in the Parkinson’s Four Factor Theory acts as the indicator to identify one’s

emotional experience (math anxiety). The component of appraisal towards external

stimulus is the most importance component and has significant effect on one’s

emotional experience. But at the same time, the emotional experience is affected

secondarily by arousal, next is action tendencies and lastly face expressions. As

Parkinson (1995) placed the component of appraisal in the highest hierarchy but he not

perceived appraisal with others component as separate absolutely.

The implication of this study is teacher should know and make an effort to

understand how their students appraise and assess all the situation regarding the process

of learning mathematics. In sum, anxious feeling in learning math is one of the

emotional experiences by students. As emotion will drive one’s intention and

willingness to execute correspond behavior (Reeve, 2005), these affective variables

should be given emphasized to ensure it will not become the hindering factors for

students to learn mathematics.

Recommendations

In light of the study’s findings, the following recommendations are made:

22

1.Students can overcome/lower their mathematical anxiety level by participating in the

validated developed motivational teaching strategy utilized by the teacher.

2.Teachers may utilize the developed motivational teaching strategy to help the students

learn and overcome mathematical anxiety.

3.School administrators consider the developed motivational teaching strategy being

utilized in teaching mathematics.

23

REFERENCES

A. P. Gilakjani, Journal of Studies in Education, 2 (1). 104-113, (2012).

Ashcraft MH, Moore AM. Mathematics anxiety and the affective drop in

performance. J Psychoeduc Assess. 2009;27(3):197–205.

Adnan, M., & Anwar, K. (2020). Online Learning amid the COVID-19 Pandemic:

Students' Perspectives. Online Submission, 2(1), 45-51.

BISE (2014). Board summary of the secondary school certificate examination-2014.

Ministry of Education, Dhaka, Bangladesh.

Blazer C. Strategies for Reducing Math Anxiety [Information capsule] 2011. [Accessed

February 19, 2018]. 1102.

Brewster, B. J. M., & Miller, T. (2020). Missed Opportunity in Mathematics

Anxiety. International Electronic Journal of Mathematics Education, 15(3).
 Cañizares, MJF (2015). Tracing University of San Carlos' science and mathematics

education graduates: How well are we in developing teacher

professionals. International Journal of Research Studies in Education , 4 (2), 69-86.

Capuno, R., Necesario, R., Etcuban, J. O., Espina, R., Padillo, G., & Manguilimotan, R.

(2019). Attitudes, Study Habits, and Academic 62 Performance of Junior High School

Students in Mathematics. International Electronic Journal of Mathematics Education,

14(3), 547–561. Retrieved from https://doi.org/10.29333/iejme/5768

24

Carey, E., Hill, F., Devine, A., & Szücs, D. (2016). The chicken or the egg? The

direction of the relationship between mathematics anxiety and mathematics

performance. Frontiers in Psychology, 6, Article 2016.

Hossain, A., Termizi, R. A., Aziz, Z., & Nordin, N. (2013). Group learning effects and

gender differences in mathematical performance. Croatian Journal of Education, 15(2),

41- 67.

Johnston-Wilder S, Brindley J, Dent P. A Survey of Mathematics Anxiety and

Mathematical Resilience Among Existing Apprentices. London: Gatsby Charitable

Foundation; 2014. [Accessed July 16, 2018]. Available

from: http://wrap.warwick.ac.uk/73857/ 

Means, B., Toyama, Y., Murphy, R., & Baki, M. (2013). The effectiveness of online

and blended learning: A meta-analysis of the empirical literature. Teachers college

record, 115(3), 1-47.

M. Moenikia, and A. Zahed-Babelan, Procedia Social and Behavioral Sciences 2, 1169–

1173, (2010)

OECD – The Organisation for Economic Co-operation and Development . PISA 2012

Results: Ready to Learn (Volume III): Students’ Engagement, Drive and Self-

Beliefs. Paris: OECD Publishing; 2013. [Accessed July 16, 2018]

P.Bawa,. (2016). Retention in online courses: Exploring issues and solutions—A

literature review. Sage Open, 6(1), 2158244015621777.

25

Putra, A. K., Budiyono, & Slamet, I. (2017, August). Mathematical disposition of junior

high school students viewed from learning styles. In AIP Conference Proceedings (Vol.

1868, No. 1, p. 050025). AIP Publishing LLC

U. Sumarmo, UPI, (2010).

Segumpan, L. L. B., & Tan, D. A. (2018). Mathematics performance and anxiety of

junior high school students in a flipped classroom. European Journal of Education

Studies, 4(12), 1–33. Retrieved from https://doi.org/10.5281/zenodo.1325918

Singh, V., & Thurman, A. (2019). How Many Ways Can We Define Online Learning?

A Systematic Literature Review of Definitions of Online Learning (1988-2018).

American Journal of Distance Education, 33(4), 289–306. Retrieved from

https://doi.org/10.1080/08923647.2019.1663082

VALERA, C. L. (2015). The Technology and Livelihood Education Performance of

Bachelor of Secondary Education (BSEd) Students of Abra State Institute of Sciences

and Technology Bangued Campus. Technology, 2(1).

Zakaria, E., Chin, L. C., & Yusoff, D. M. (2010). The effects of cooperative learning on

students’ mathematics achievement and attitudes towards mathematics. Journal of

Social Science, 6(2), 272-275

26

APPENDIX A
Letter to Conduct

8 June 2022

Ms.Sighlie M.Regodon
Principal II
Perez National High School
Perez,Quezon

Dear Ms.Regodon,

Greetings! I, the undersigned is a third-year student taking up a Bachelor of Secondary

Education major in Mathematics at Calayan Educational Foundation Inc, and presently
conducting my undergraduate thesis entitled “OVERCOMING MATHEMATICAL
ANXIETY AMONG JUNIOR HIGH SCHOOL STUDENTS: A MOTIVATIONAL
TEACHING STRATEGY DEVELOPMENT”, as a requirement for the subject
Research in Mathematics.

In regard to this, I would like to request the approval of your good office to allow me to
conduct the research data gathering and collection to the Junior High School students. A
questionnaire will be used to determine the Math Anxiety Level.

Your approval on this matter will help a lot on my research study.

Thank you very much.

Yours truly,

Mhart Leniel R.Ramos

Researcher
Mhartlenielramos63@gmail.com
Mobile: 09177526163

Noted by:

Mrs. Amelia Jarapa

Thesis Adviser/Professor
27

Approved by:

Ms.Sighlie Regodon
Principal II

The attached file will explain the nature of the research.

The title of this study is “OVERCOMING MATHEMATICAL ANXIETY AMONG

JUNIOR HIGH SCHOOL STUDENTS: A MOTIVATIONAL TEACHING
STRATEGY DEVELOPMENT” .
The paper’s main objective is to seeks answer to the following:
1. To determine the Math Anxiety level among Junior High School Students
2. To develop a motivational teaching strategy.
3.To test the validity of the developed motivational teaching strategy.

The researcher conducted quantitative design and its descriptive. The main focus of this
study is to determine the Math Anxiety Level among Junior High School Students. The
respondents for this study are the Junior High School students from Perez National High
School.

The role of the participants is to answer the given adapted questionnaire to them, to
determine the mathematics anxiety level of the students.

In light of this pandemic, the survey will be administered through survey Form.

This study is conducted in the academic year of 2021-2022

APPENDIX B
28

Validation Letter

May 02, 2022

Maria Amanda T.Buquid,MAEd

DLL Guidance Counselor
Dalubhasaan ng Lungsod ng Lucena
Lucena City

Dear Mrs.Buquid,

I, Mhart Leniel R. Ramos, am a Bachelor of Secondary Education major in mathematics

student of Calayan Educational Foundation, Inc. and currently doing my thesis entitled:
"OVERCOMING MATHEMATICAL ANXIETY AMONG JUNIOR HIGH
SCHOOL STUDENTS: A MOTIVATIONAL TEACHING STRATEGY
DEVELOPMENT "The paper’s main objective is to seeks answer to the following:
1.Determine the Math Anxiety level among Junior High School Students
2. Develop a motivational teaching strategy
3.Test the validity of motivational teaching strategy

In line with this, I humbly request that you look and validate the attached instrument
and learning plan as I highly value your professional and expert input in this part of my
research paper.

I earnestly hope for your approval. Thank you very much.

Yours truly,

Mhart Leniel R.Ramos

Noted by:

Mrs. Amelia A. Jarapa

Thesis Adviser

Approved by:

Maria Amanda T.Buquid,MAEd

DLL Guidance Counselor

May 02, 2022

29

Andrea Nicole Medalla,RPm

Basic Education Guidance Counselor
Manuel S.Enverga University Foundation
Lucena City

Dear Ms.Medalla,

I, Mhart Leniel R. Ramos, am a Bachelor of Secondary Education major in mathematics

student of Calayan Educational Foundation, Inc. and currently doing my thesis entitled:
"OVERCOMING MATHEMATICAL ANXIETY AMONG JUNIOR HIGH
SCHOOL STUDENTS: A MOTIVATIONAL TEACHING STRATEGY
DEVELOPMENT "The paper’s main objective is to seeks answer to the following:
1.Determine the Math Anxiety level among Junior High School Students
2. Develop a motivational teaching strategy
3.Test the validity of motivational teaching strategy

In line with this, I humbly request that you look and validate the attached instrument
and learning plan as I highly value your professional and expert input in this part of my
research paper.

I earnestly hope for your approval. Thank you very much.

Yours truly,

Mhart Leniel R.Ramos

Noted by:

Mrs. Amelia A. Jarapa

Thesis Adviser

Approved by:

Andrea Nicole Medalla,RPm

Basic Education Guidance Counselor
30

29 August, 2022

Dhavie Reyes Ruz

Teacher II,SHS Teacher
Atimonan National Comprehensive High School
Atimonan,Quezon

Dear Mrs.Ruz,

I, Mhart Leniel R. Ramos, am a Bachelor of Secondary Education major in mathematics

student of Calayan Educational Foundation, Inc. and currently doing my thesis entitled:
"OVERCOMING MATHEMATICAL ANXIETY AMONG JUNIOR HIGH
SCHOOL STUDENTS: A MOTIVATIONAL TEACHING STRATEGY
DEVELOPMENT "The paper’s main objective is to seeks answer to the following:
1.Determine the Math Anxiety level among Junior High School Students
2. Develop a motivational teaching strategy
3.Test the validity of motivational teaching strategy

In line with this, I humbly request that you look and validate the attached motivational
teaching strategy plan as I highly value your professional and expert input in this part of
my research paper.

I earnestly hope for your approval. Thank you very much.

Yours truly,

Mhart Leniel R.Ramos

Noted by:

Mrs. Amelia A. Jarapa

Thesis Adviser

Approved by:

Dhavie Reyes Ruz

Teacher II,SHS Teacher
31

29 August, 2022

Abby Luna Villanueva

JHS Teacher
Calayan Educational Foundation Inc.
Lucena City

Dear Ms.Villanueva,

I, Mhart Leniel R. Ramos, am a Bachelor of Secondary Education major in mathematics

student of Calayan Educational Foundation, Inc. and currently doing my thesis entitled:
"OVERCOMING MATHEMATICAL ANXIETY AMONG JUNIOR HIGH
SCHOOL STUDENTS: A MOTIVATIONAL TEACHING STRATEGY
DEVELOPMENT "The paper’s main objective is to seeks answer to the following:
1.Determine the Math Anxiety level among Junior High School Students
2. Develop a motivational teaching strategy
3.Test the validity of motivational teaching strategy

In line with this, I humbly request that you look and validate the attached motivational
teaching strategy plan as I highly value your professional and expert input in this part of
my research paper.

I earnestly hope for your approval. Thank you very much.

Yours truly,

Mhart Leniel R.Ramos

Noted by:

Mrs. Amelia A. Jarapa

Thesis Adviser

Approved by:

Abby Luna Villanueva

JHS Teacher
32

29 August, 2022

Isaac Subeldia
Master of Arts in Education Major in Math
Lucena City High School-Ilayang Dupay Extension
Lucena City

Dear Mr.Subeldia,

I, Mhart Leniel R. Ramos, am a Bachelor of Secondary Education major in mathematics

student of Calayan Educational Foundation, Inc. and currently doing my thesis entitled:
"OVERCOMING MATHEMATICAL ANXIETY AMONG JUNIOR HIGH
SCHOOL STUDENTS: A MOTIVATIONAL TEACHING STRATEGY
DEVELOPMENT "The paper’s main objective is to seeks answer to the following:
1.Determine the Math Anxiety level among Junior High School Students
2. Develop a motivational teaching strategy
3.Test the validity of motivational teaching strategy

In line with this, I humbly request that you look and validate the attached motivational
teaching strategy plan as I highly value your professional and expert input in this part of
my research paper.

I earnestly hope for your approval. Thank you very much.

Yours truly,

Mhart Leniel R.Ramos

Noted by:

Mrs. Amelia A. Jarapa

Thesis Adviser

Approved by:

Isaac Subeldia
Master of Arts in Education Major in Math
33

APPENDIX C

Informed Consent

INFORMED CONSENT FORM

TITLE
Overcoming Mathematical Anxiety Among Junior High School Students: A
Motivational Teaching Strategy Development

STUDY PROPONENT
MHART LENIEL R. RAMOS
Researcher

INTRODUCTION
You are being invited to participate in this study because you qualify as one of the
subjects that could help in the advancement of this research. You fit in the category of
subject:
 Junior High School Student of PNHS
 Enrolled in the School year 2021-2022.

This consent form provides you with information to help you make an informed choice.
Please read this document carefully. If you have any questions, they should be answered
to your satisfaction before you decide whether to participate in this research study.

PURPOSE OF THE STUDY

The paper’s main objective is to seeks answer to the following:

1. To determine the Math Anxiety level among Junior High School Students
2. To develop a motivational teaching strategy.
3.To test the validity of the developed motivational teaching strategy.

STUDY DESIGN AND PARTICIPANTS ROLE

The study utilized a quantitative design and it is descriptive. The researcher used an
online survey questionnaire in gathering data needed for the study. Specifically, the
researcher used an adapted questionnaire to meet the objectives. The role of the
participants is to answer the given questionnaire to them, to determine the factors of
their mathematics performance during online class.

RISKS
There is no risk involve in this study.
34

BENEFITS
This study will help them overcome mathematical anxiety by the help of motivational
teaching strategies. The teachers will be informed as well, and the acquired information
will be used to motivational teaching strategies. And this study will help the School
Admin to be aware and to ensure the quality education every student need.
PRIVACY AND CONFIDENTIALITY
Personal Identifiers of the participants will not be revealed at any part of the study
including reporting and dissemination. Data provided by the subjects will be used solely
for the purpose of the research.

CONFLICT OF INTEREST
There is no conflict of interest.

CONTACT INFO
If you have further questions or concerns about your participation in this study, or if you
suffer any injury related to the study, please contact

Mhart Leniel R. Ramos

Researcher
mhartlenielramos62@gmail.com
09177526163

Conforme:
 I understand that taking part is voluntary; I can withdraw from the study at any
time and I do not have to give and reasons for why I no longer want to take part
 All of my questions and concerns have been answered
 I understand the information indicated in this informed consent form.
 I understand that my participation in this study includes going to the check up
as scheduled
 By signing this form, none of my legal rights have been given up

_________________ _________________
Signature Over Printed Name of Subject Date
Contact Number:
35

APPENDIX D

Research Instrument

Please put a check on the space that best suits your answer

1-never happened
2-sometimes/occasional
3- almost everytime
4-always

I.APPRAISAL TOWARDS EXTERNAL 1 2 3 4

STIMULUS
1. I feel worried when learning math concept that
involves many symbols
2. I feel worried thinking of the good examination result
as the criteria in the selection process to higher
education level
3. I feel worried when a math teacher often asks
questions to the students
4. I will feel anxious once I see the examination
question asked is different with what regularly asked
5. My previous math achievement makes me worried
about learning this subject.
6. I feel worried when I am lack of skills to learn a math
topic that involves complex formulas. 
7. I feel worried when I see my friends look anxious
before entering the examination room or hall.
8. I feel worried if I don't go to school and miss the math
lesson.
II.AROUSAL 1 2 3 4
9. My head is feeling hurt to answer math test questions
10. My heart is beating fast when teachers ask me how
good I am in a certain math topic
11. I will daydream if I could not answer math
examination questions
12. My palm is sweating when I'm answering math
examination questions.
36

13. My hands are trembling before answering math

examination questions
III.FACE EXPRESSION 1 2 3 4
14. I would frown my forehead when I could not answer
a math question asked by the teacher.
15. My face is feeling hot when answering math
examination.
16. My face is sweating easily before the math
examination begins.
17. I will snap-lip because I'm worried that I could not
understand the math topic taught by the teacher.
IV.ACTION TENDENCIES 1 2 3 4
18.I will keep silent during mathematics class because
I’m scared to be asked any question
19.I will play with pen (or other objects) when I could
not answer math questions during class
20.I will look at my other friends when I could not
answer math questions given by the teacher
21. I go to the comfort room during math class to avoid
from being asked a question
22. I will try to complete the math examination faster
before the other students are done
23.I skip math class
24.I will sit at the back during math class
37

APPENDIX E

Evaluation Checklist for teaching strategy

Put a check in the space that best represents you response to each.
4 - thoroughly meets the standard
3 – meets the standards
PLANNING AND PREPARATION FOR LEARNING 4 3 2 1
A.Knowledge (familiarity with subject matter and how students
learn)
B.Standards (having a plan which is compatible with high
standards and external assessment)
C.Assessment (monitoring students learning via assessment)
D.Engagement (planning lessons which lead to the students
motivation and active engagement)
E.Materials(exploiting effective and high quality materials)
CLASSROOM MANAGEMENT 4 3 2 1
A.Relationships (being respectful toward students)
B.Responsibilty (developing students discipline and decreasing
their dependency on teacher)
C.Efficiency (using every minute of of instructional time to
maximize academic learning)
D.Prevention (preventing discipline problem instantly)
E.Incentives (using incentives to encourage students
cooperation)
DELIVERY OF INSTRUCTION 4 3 2 1
A.Expectations (convincing the students that they can master the
lesson or material)
B.Goal (providing the clear explanation about the main
objective of the lesson at the beginning of instruction)
C.Clarity (presenting the materials clearly by using suitable
examples and appropriate language
D.Repertoire (applying range of effective approach in teaching
and material)
E.Engagement (involving all the students in focused work and
avoiding to be a passive learner)
MONITORING,ASSESSMENT AND FOLLOW-UP 4 3 2 1
A.Assessment (administering test at the beginning in order to
fine tune the instruction to the knowledge of the students
B.On-the-spot (checking the students understanding with
effective method or activity
C.Interims (analyzing the test and obtained data to adjust
teaching)
D.Analysis (analyzing data to draw action conclusions)
E.Reflection (thinking about the effectiveness of the instruction
38

and working toward in improvement

2 – approaching standard
1 – not yet approaching standards

RESEARCH OUTPUT

Title:
39

GORA’S Motivational Teaching Strategy

Objectives:

1.To improve learners’ confidence on:

1.1 learning a certain math topics like symbols, concept, formulas etc.

1.2 answering math questions or examination

1.3 answering questions asked by the teacher

2.To improve teacher and learner, learner and learner relationship

3. To assess learners learning in Math

Description:

Based on the findings revealed on this study. It implies that all the four

components in the Parkinson’s Four Factor Theory acts as the indicator to identify one’s

emotional experience (math anxiety). The component of appraisal towards external

stimulus is the most importance component and has significant effect on one’s

emotional experience. But at the same time, the emotional experience is affected

secondarily by arousal, next is action tendencies and lastly face expressions. As

Parkinson (1995) placed the component of appraisal in the highest hierarchy but he not

perceived appraisal with others component as separate absolutely.

The implication of this study is teacher should know and make an effort to

understand how their students appraise and assess all the situation regarding the process

of learning mathematics. In sum, anxious feeling in learning math is one of the

40

emotional experiences by students. As emotion will drive one’s intention and

willingness to execute correspond behaviour (Reeve, 2005), these affective variables

should be given emphasized to ensure it will not become the hindering factors for

students to learn mathematics.

Educators believe that assessment in the classroom is aimed at helping students

perform well in relation to the learning standards. Learning standards comprise content

standards, performance standards, and learning competencies that are outlined in the

Basic Education Curriculum (BEC) K-12 curriculum. It is also simply help teachers do

a better job of teaching in synchronously remote, asynchronously remote and in-person

classes that can have a positive effect on both students' in-class learning and students'

performance on accountability tests.

Formative assessment is an assessment for learning so teachers can make

adjustments in their instruction and assessment as learning wherein students reflect on

their own progress. It is also closely linked to the learning process, characteristically

informal and is intended to help students identify their strengths and weaknesses in

order to learn from the assessment experience. It may be given at any time during the

teaching and learning process. It is also a way to check the effectiveness of instruction,

(UNESCO-TLSF).

GORA’s skills/activities. The results will then serve as the basis and focus of

the teacher to what he/she needs to do.which was all about Gora’s cards are tools used

for formative assessment used in the learners. The card contains the Reflections and
41

KWL chart congruent to Pivot- Math learning module that serves as a checklist/guide

for both the learners and the teachers to track and give or use feedback on the learners

least mastered the lessons.

Procedure:

GORA’s (Given Task, Opportunities, Reflections and Assessment)

Step 1. Use an energizer

Food for thought, math refresher of the day, math games are some of activity

that can be use an energizer.

Step 2. Given Tasks. Answering “WHAT’s”

2.1 What I know, this activity that aims to check what the learners already know

about the lesson.

2.2 What’s in, this is an activity to brief drill or review to help the learners link

the current lesson with the previous one

2.3 What’s new, in this portion the new lesson will be introduced to the learners

in a various way such as a story, a song, dance, a poem, a problem opener, an activity or

situation.

2.4 What is it, this provides a brief discussion of the lesson. This aims to help

the learner discover and understand new concepts and skills.

42

2.5 What’s more, this comprises activity to solidify learners understanding and

skills of the topic

2.6 What I have learned, this activity includes questions or a blank

sentence/paragraph to be filled in to process what you learned from the lesson

2.7 What can I do, this is an activity which will help the learner to transfer their

new knowledge or skill into real life situations or concerns.

Step 3. Opportunities and Reflection

In this part the teacher will ask the learners to take a piece of paper to write

down the skills that they need to learn more, after that they will be form into a group

with five members and compile all their answers, sharing and reflect. After the activity

the teacher will give recommendations and feedbacks.

Step 4. Assessment

In this part the teacher will give the students a teacher made test out of least

mastered competencies, skills and topics.

Expected results:

1. The teacher will have the idea in what to extent on teaching the learners

2. The teacher can help the learners to be motivated on learning mathematics

3. Using GORA’S card provides about student comprehension throughout the

learning process and the opportunity it gives educators to provide students with
43

timely and action-oriented feedback and to change their own behavior so that

every student has an opportunity be motivated on learning and re-learning.

4. Confident and motivated learners

5. Good classroom environment and relationship of the teacher and learners