1

CHAPTER I

INTRODUCTION

This chapter presents the background of the study, the statement of the

problem, the significance of the study, and the scope and delimitation of the

study.

Background of the Study

Anxiety is defined by Merriam Webster as an unnatural and

overpowering sense of apprehension and fear, typically accompanied by

physiological symptoms (such as perspiration, tension, and elevated pulse),

doubt about the truth and nature of the threat, and self-doubt about one's

ability to cope with it.

Mathematics anxiety is characterized as feelings of stress and worry

that prevent people from manipulating numbers and solving mathematical

issues in a variety of everyday and academic contexts. Math anxiety can lead

to forgetfulness and a loss of self-confidence. According to Metje cited in

Mubark Al-Shannaq study (2019), mathematics is considered as an important

service subject that provides students with needed skill to succeed in their

studies in many domains. Even in cases where students by engineering,

science and technology courses, generally may have the ability to study
 2

mathematics and hold positive attitudes towards the subject.

In accordance with Fawaz and Samaha studies (2020), with the abrupt

change of instruction method from the face-to-face to e-learning method

causing stressful workload needed, a large portion of students has

experienced anxiety and depression.

Anxiety is a subjective feeling of apprehension, tension, nervousness,

and worry associated with the nervous system’s arousal, according to

Spielberger as cited in Vitasari et.al (2010). Based on what Huberty said cited

in Mamolo study (2022), highlighted that students’ behavior, cognition, and

physiology are affected by anxiety, have an impact on students’ academic

performance and are a common problem during student examinations.

A mild incidence of arithmetic aversion can soon develop into a severe

case of math anxiety. According to Shores cited in Rossnan study (2006), he

explained how the cycle begins with an anxious math student, convinced of

their inability to do math, might avoid the subject or put forth little effort, leaving

significant gaps in their math development. Difficulty mounts as the student

confronts more advanced skills, causing further anxiety and avoidance. In

addition, Shores cited in Prodigy website (2019) stated that unless math

anxiety is confronted, it can turn into a permanent block. He believed that, in

addition to the help and support from the child’s family, teachers can help chip

away at this block by helping the student approach math with confidence.

The researchers believe that teachers and parents must work together

to help children to overcome their math anxiety. The message must be clear:
 3

math instruction must remain positive, relevant, and concrete. Teachers must

provide a safe and encouraging environment for their students. In addition,

parents should support their children’s confidence by making everyday math

connections in their lives.

Because math anxiety drives youngsters to fear math, it impedes a

child's capacity to make math a relevant part of their daily life. Many studies

together with Rossnan cited in Prodigy website (2019), shows that millions of

adults are blocked from professional and personal opportunities because they

fear or perform poorly in mathematics for many; these negative experiences

remain throughout their adult lives. Suggested also that children who develop

a math anxiety tend to fall into a self-defeating, self - perpetuating cycle.

A math anxiety model was also outlined in the studies, which shows

how irrational beliefs can lead to anxiety, anxiety can lead to protective

behavior, and the long-term disadvantage of protective conduct can promote

illogical ideas. In this loop, and in the absence of any new strategies, children

will continue to feed their worry and irrational ideas. When students attend

online classes, their anxiety level rises even more.

According to Vitasari cited in Mamolo (2022), students with a high level

of anxiety have reduced memory span, loss of concentration and lack of

confidence, and insufficient reasoning power. Thus, Abdous (2019) highlighted

that course expectations and requirements should be clarified to ease this

transition of face-to-face instruction to online learning. The self-confidence and

preparedness of online students to an unfamiliar learning environment should

 4

be boosted. Furthermore, online instructors should consider integrating

learner-centered approaches and planned interventions to lessen student

anxiety resulting in higher student satisfaction. Although there are several

technologies and internet-related anxieties studies, they are relatively scarce

(Saade, 2017). Further study of online course experience on satisfaction and

anxiety is necessary.

Hence, it is challenging to explore the factors that cause mathematics

anxiety in the new normal in Señior High School students during blended

learning modality.

Beneficial information to learners, educators, and parents in exploring

the factors that cause mathematical anxiety is hope can be provided from the

finding of this study.

Statement of the Problem

This study ascertains the mathematical anxiety of the grade 12

students in HUMSS, STEM, ABM, and Sport Strands. Specifically, it sought

answers to the following problem:

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

1.1 age;

1.2 sex; and,

1.3 monthly family income

2. What is the level of Mathematical anxiety of Grade 12 Señior High

 5

School students in HUMSS, STEM, ABM, Sport Strands in terms of:

2.1 environmental aspect;

2.2 emotional aspect, and;

2.3 intellectual aspect

Is there significant relationship on the level of Mathematical anxiety of

Grade 12 students with respect to the different categories in terms of their

demographic profile.

Significance of the Study

This research focused on the factors of Mathematical anxiety among

Grade 12 Señior High School students in HUMSS, STEM, ABM, and Sport

Strands of Romblon National High School. The results of the study will be of

great benefit to the following

Students. The first beneficiaries of this study about are the Grade 12

Señior High School students in HUMSS, STEM, ABM, and Sport Strands who

shall further enhance their mathematical skill for lifetime use.

Teachers. Those in the guidance can create and recreate educating to

make instructing and leading fun for both instructor and students. Also,

teachers could provide strategies that will motivate students learn

mathematics.

School Administrators. As a stakeholder in an educational institution,

the findings of this research can help them visualize the recurring issues and
 6

challenges that student encounter when coping with mathematics anxiety.

They may be able to propose solutions to the school stakeholders' issues and

concerns.

Curriculum Planners. Those who are concerned in crafting the

curriculum shall encompass big findings of this study about to enrich similarly

the subject for newbies benefits.

Parents. They will be assured that their teenagers analyzed in the

faculty and that their teachers supply their best in instructing and guiding their

sons/daughters.

Future Researchers. This research will offer them with significant

information and conclusions that will help them with future investigations. They

may potentially use the findings of this study in future attempts.

Scope and Delimitation

The scope of this study involves one high school in the Municipality of

Romblon. The study focuses only on the level of Math anxiety in the Grade 12

Señior High School students in Romblon National High School. The

researcher wanted to explore the level of Math anxiety of students. The

respondents of the study were the Grade 12 Señior high school students who

are currently enrolled in Romblon National High School. Two hundred sixty-

three (263) students in the twelfth (12) Grade who are presently taking the

Humanities and Social Sciences (HUMSS), Science, Technology, Engineering,

 7

and Math (STEM), Accounting, Business and Management (ABM), and Sport

strand of Romblon National High School is the desired sample size. Fewer

than 30 participants would limit the statistics to frequencies and measures of

central tendencies.
 8
7

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter includes synopses of literature and studies related to the

present study. They were cited to enrich and substantiate the data of this

study.

Related Literature and Studies

According to the study of Nida et. al (2020), mathematics is one of the

universal sciences that underlies the development of modern technology today

and has an important role as a means of solving life problems. Mathematics

contains definitions, a set of assumptions, postulates, axioms and theorems or

propositions that are used to solve mathematical problems. In solving

mathematical problems, mathematical thinking skill is needed. Mathematical

thinking skill is a thought process that involves the ability to collect information

both deductively and inductively, analyze information, and generalize to

develop understanding and gain new knowledge. Mathematical thinking skill is

divided into two kinds, namely low thinking skills (LOTS) and high thinking

skills (HOTS).

Mathematics is part of every curriculum is also the discipline that

causes anxiety at the same time. Dreger and Aiken cited in Eslit (2018)
 9

introduced mathematics anxiety as a new term to describe students’ attitudinal

difficulties with mathematics, and defined it as the presence of a syndrome of

but emotional reactions to mathematics, but Richardson and Suinn’s cited in

Eslit (2018) definition is commonly used. Accordingly, math anxiety is a

tension and anxiety on manipulating numbers and solving mathematical

problems. The negative feelings towards mathematics and reluctance to

participate in math activities is more prevalent in middle school, providing a

challenge toteachers (Calder & Campbell, 2015; Hilmi & Hamzah, 2016;

Willacy & Calder, 2017). In fact, in 2012, Yahya and Fasasi claimed that fear in

mathematics is an academic infection and the faces of the students in the

classes show the signs of this anxiety. They have shown motivational

difficulties or do not possess a positive attitude toward the subject.

Suarez, Pena and Colome (2015) said that typically, math phobias are

developed when math is presented to the students in such a fashion that it has

led to circumscribed understanding and makes it even more confusing. Much

has been written about math anxiety, which can be described as reluctance to

engage in, and trepidation of, mathematics-cognate activities. Individuals who

exhibit such apprehensiveness do not relish doing arithmetic, concretely in

public. They agonize over arithmetic, apologize for their lack of adeptness and

evade association with mathematics.

A study by Erin et al. (2012) demonstrated evidence that the relation

between sex and mathematical anxiety is mediated by spatial processing

ability. In their study, female students have higher level of mathematics

 10

anxiety. They found that mathematics anxiety has different level of anxiety

among male and female students. In addition, Brenda et al. (2013) believed

that gender difference in mathematical anxiety might be differing in different

culture.

One factor that showed up consistently in a study of math anxiety in

different grade levels was gender bias. Many teachers promote the false idea

that females cannot perform as well as males in mathematics (Jackson &

Leffingwell, 1999). They do not believe that girls are as capable of succeeding

in mathematics as boys. Teachers who promote this idea cause girls to give

up without even trying. Sometimes teachers are more willing to help males

than females, and sometimes teachers even tell students that girls do not need

to learn mathematics.

Math anxiety and its relationship to math performance are complicated

by social and contextual factors. Anxiety among teachers about math and in

the classroom. Non- negligible social or contextual elements that may alter the

math anxiety-math performance relationship include activities, parental math

anxiety, support and expectations, and kids' perceived classroom atmosphere.

Teachers and parents serve as role models for children; their attitudes

toward Math, as well as their abilities to teach it, may have an indirect impact

on students' math anxiety and performance. Female teachers, for example,

may pass on their arithmetic anxiety to their female pupils, increasing the risk

of adopting gender-related stereotypes and lowering students' math

performance (Chang & Beilock, 2016).

 11

Math Anxiety in Intellectual Aspect

According to Zacaria and Nordina cited in Eslit (2018). Mathematics

anxiety has been found to decrease the efficiency of an individual’s working

memory because intrusive thoughts and worries take the focus away from the

mathematics at hand. This scheme makes it difficult for individuals to think

logically, increased errors and longer processing times when mentally solving

problems. In the long term, mathematics anxiety leads to decreased

competence reduced completion rates and lower academic performance in the

subject.

Mathematics anxiety is a complex multidimensional construct because

many factors can cause anxiety (Devine, 2018). According to Lyons and

Beilock cited in Mamolo (2021), mathematics anxiety affects students’

cognitive functioning, hindering them from learning mathematics. Brewster and

Miller (2020) shared that student may feel tense and anxious when shared

with numbers in a mathematics class or when told to execute mathematical

calculations. This is one reason a false measurement of the individual’s

mathematics ability may arise.

Dizon (2013) stated that anxiety is a common feature in day-to-day

human experiences that typically results to abnormal behavior. Thus, anxiety

being a characteristic of most forms of mental or psychological disorders does

not come as a surprise. According to Dizon (2013), anxiety disorders are

characterized by experience of physiological arousal, apprehension or feeling

 12

of dread, hyper vigilance, avoidance, and sometimes, a specific fear or phobia

and come in several common forms such as Somatoform and dissociative

disorders, sexual disorders, mood disorders, Schizophrenic and related

psychotic disorders, development- related disorders, substance-related

disorders and disorders of self-control.

Math Anxiety in Emotional Aspect

In the 2012 report of the Programme for International Student

Assessment (PISA), 33% of 15-year-old students had mathematics anxiety

when executing mathematical tasks. However, data presented by the PISA

were based on students’ self- reported feelings of math anxiety compared to

their actual mathematics anxiety; hence, the actual percentage of students

who have mathematics anxiety is unknown. In providing a comprehensive

understanding of mathematics anxiety, theories from education, psychology,

and neuroscience have progressed (Buckley 2016). Despite the current

advances, deficit theory by Tobias cited in study of Mamolo (2022) is one of

the widely utilized theories describing mathematics anxiety. The deficit theory

claimed that poor performance in mathematics possibly resulting from learning

disabilities such as dyscalculia, attention deficit hyperactivity disorder (ADHD),

and students’ prior poor performance in mathematics can lead to mathematics

anxiety. If the learners’ mathematics anxiety is associated with the deficit

theory and the learners do not receive mathematics intervention, their learning
 13

declines exponentially in the following years compared to the students’ age-

appropriate peers (Brewster 2020).

According to Wondimu et al. (2012) in their study, the uneasy feeling

such as panic, clueless and helplessness when working on something related

to mathematics tends to affect the mathematical performance especially for

students.

Math Anxiety in Environmental Aspect

Parents and friends’ involvement in study techniques could be an

influencing factor for students’ participation in mathematics course positively in

higher level institution. According to Aarnos and Perkkila cited in Wahid

(2013), mathematic anxiety can be caused by environmental factor. He stated

that negative experience with parents or teachers in viewing mathematical

might affect their children as negative attitudes and beliefs. This finding

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

mathematic attitudes such as try to avoid mathematic course with negative

attitudes and belief in mathematics. This will result their ability to successful to

complete mathematical problems. It also can affect the performance of

students in academic field with a mathematical component as mentioned by

Nunez-Pena et al. (2013). Their study assessed that the effect of mathematical

anxiety and negative attitudes towards mathematics in academic performance

found that the student who experienced mathematical anxiety will badly
 14

affected their performance in mathematics.

According to Aarnos and Perkkila (2012) study, mathematic anxiety can

be caused by environmental factor. He stated that negative experience with

parents or teachers in viewing mathematical might affect their children as

negative attitudes and beliefs. This finding supported by Maryam et al. (2010)

describes that student will affect mathematic attitudes such as try to avoid

mathematic course with negative attitudes and belief in mathematics. This will

result their ability to successful to complete mathematical problems. It also can

affect the performance of students in academic field with a mathematical

component as mentioned by Nunez-Pena et al. (2013).

Parents that are afraid of mathematics pass that on to their students

and children (Furner & Duffy, 2002). It could be very difficult for students to like

mathematics when their parents did not do well in mathematics themselves,

and thus do not understand it or do not think it is important. Students could see

their parents as having a job and doing well without a great love for

mathematics and think that they will be successful without an appreciation of

mathematics as well. Their study assessed that the effect of mathematical

anxiety and negative attitudes towards mathematics in academic performance

found that the student who experienced mathematical anxiety will badly

affected their performance in mathematics.

In accordance with Bondoc study as published in MAESTRA (2020),

Professional Journal of teachers, revealed that the students’ level of anxiety

and performance in Mathematics were being influenced by many factors. It

 15

included the students sex, course, family income, and parent’s educational

attainments. In his study, showed that the most of the respondents feared

Mathematics in times of preparing for a Mathematics Test. Students became

more anxious in Mathematics because of Mathematics tests and written

assessment. His study noticed that non education students did not perform

well in their Mathematics subjects compared to education students. This was

because some education students were major in Mathematics and were

exposed to different Mathematics subjects. It was also found out that female

respondents were more anxious in Mathematics and had low performance in

Mathematics than males.

Study showed that the age and the school where the respondents

graduated their secondary education were significantly related to the levels of

their anxiety and performance in Mathematics. Positive values meant that the

non-education students had a high level of anxiety and a low level of

performance in Mathematics.

Devine et al. (2012), specified Mathematics Anxiety (MA) as a state of

unrest caused by performing mathematical tasks and which is manifested

through feelings of apprehension, aversion, stress, worry, frustration and fear,

also point out that environmental factors (negative experiences in class),

intellectual (degree of thought), and personality (self-esteem, learning style,

attitude and confidence) influence to generate this feeling in students and

therefore students are unable to develop their full capacity.

 16

CONCEPTUAL FRAMEWORK

Figure 1 shows the schematic diagram between the Independent

Variable and Dependent Variable.

To determine the different factors affecting students’ math anxiety of

Grade 12 High School Students in the secondary schools in the District of

Romblon will be the aim of this study.

RESEARCH PARADIGM

Independent Variable Dependent

Variable
Demographic Profile:
1. Age
2. Gender
3. Monthly family Student’s Math Anxiety
income
Aspects:
1. Environment
2. Emotional
3. Intellectual

Figure 1: Schematic Diagram between the Independent Variable and

Dependent Variable

HYPOTHESIS

The researcher hypothesized that:

1. There is no significant relationship on the level of mathematical anxiety of

Grade 12 students with respect to the different categories in terms of their

 17

demographic profile.

DEFINITION OF TERMS

The following terms used in the study are defined operationally and

conceptually for better perspective and understanding.

Age. According to Merriam Webster Dictionary, age is the length of an

existence extending from the beginning to any given time.

In this study, it refers to the number of years of existence of the

respondents since birth.

Environment. According to Cambridge Dictionary it is the air, water,

and land in or on which people, animals, and plants live.

In this study, it refers to one of the variables referring on mathematical

anxiety which could be classroom situation, teachers’ attitudes, classmates,

family and the natural diversity of the respondents.

Gender. According to Merriam Webster Dictionary, gender refers to

subclass within a grammatical class (such as noun, pronoun, adjective, or

verb) of a language that is partly arbitrary but also partly based on

distinguishable characteristics (such as shape, social rank, manner of

existence, or sex) and that determines agreement with and selection of other

words or grammatical forms.

In this study, it refers to whether the respondents are male or female.

Grade 12 students. According Wikipedia, Grade 12 is the second and

final year of the Senior High School educational stage under the new K–12
 18

program introduced in 2011.

In this study, it refers to the subject of the study.

Intellectual. According to Collins English Dictionary, Intellectual means

involving a person’s ability to think and to understand ideas and information.

In this study, it refers to cognitive ability of the students in mathematics.

Mathematical Anxiety. According to Wikipedia, Mathematical anxiety,

also known as Math phobia, is anxiety about one’s ability to do mathematics.

In this study, it refers to the state of discomfort caused by performing

mathematical tasks.

Monthly Family Income. According to Bank Rate, monthly family

income is the total amount of money earned by every member of a single

household.

In this study, this refers to the combined revenue of parents taken from

their major source of livelihood.

Emotional. According to Oxford Dictionary, emotional refers to the

natural instinctive state of mind deriving from one’s circumstances, mood, or

relationships with others.

In this study, this refers to one of the factors on Mathematics anxiety

which could be contributory like natural traits of the person.

Teacher. According to Wikipedia, a teacher, also called a

schoolteacher or formally an educator, is a person who helps students to

acquire knowledge, competence or virtue.

In this study, this refers to the person engaged in teaching in the

 19

elementary level whose mission is to teach children to developed skills to

function in society.
 20
7

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the research design and research method to be

used, the research locale and time of study, the population and sample of the

study, the research instrument, validation, method of data collection and

processing, and statistical data analysis.

Research Design

In order to obtain the necessary data to be analyzed, the research

design that the researcher used in this study was descriptive-correlation

design. Descriptive design was be used to describe the demographic profile of

the students. Correlation method was employed to test the significant

relationship between level of Math anxiety and the respondents' demographic

profile. It was also both qualitative and quantitative in nature. Qualitative when

we gather data through interview. And quantitative when we asked for the

degree of the Math anxiety of each respondent have.

Research Method

Qualitative and quantitative were both employed in this study. Qualitative

 21

investigates age, gender and the monthly family income through method such as

interviews which have less interaction with the respondents and is time

consuming in collecting and analyzing the normally unstructured materials.

Quantitative uses surveys or questionnaires to seek for more precise analysis,

quantifying and generating a statistical model to be more efficiently present and

deliver the subject matter.

Research Locale and Time of the Study

This research study took place at the Romblon National High School,

found in the Barangay Bagacay, Tarifa street Romblon, Romblon in March

S.Y. 2021-2022. Municipality of Romblon is a 3 rd class municipality and capital

of the province of Romblon that lies on the South of Marinduque and Quezon,

east of Mindoro, north of Aklan and west of Masbate. It is known for its local

marble industry and is the second biggest produce of the mineral in the

country. It is also a tourist destination because of its unspoiled beaches and

Spanish-era twin forts. The municipality has a land area of 86.87 square

kilometers or 33.54 square miles which constitutes 5.67% of total area.

 22

Figure 2. Map Showing the Location of the Study

 23

Research Instrument

Questionnaire was used as the main data gathering instrument in this

study. There were 263 questionnaires that composed of 30 questions. The

questionnaires were classified into two set, the first one was the demographic

profile of the respondents and the second set is about the respondents Math

anxiety in respect to their environment, personal and intellectual aspect. In the

second part, the researchers used “Likert Scale”, a 5 point-scale to sum up the

responses to several Likert Items. Likert Items are the statements that the

respondent is asked to evaluate the survey. The respondents must rate each

Likert items with SA-Strong Agree (5), A- Agree (4), FA-Fairly Agree (3), D-

Disagree (2), and SD-Strongly Disagree (1).

SCALE RANGE VERBAL

DESCRIPTION

1 1-1.50 Strongly Disagree

2 1.51-2.50 Disagree

3 2.51-3.50 Fairly Agree

4 3.51-4.50 Agree

5 4.51-5.0 Strongly Agree

Population and Sample of the Study

The respondents of this study were the Grade-12 STEM Senior High
 24

School students of Romblon National High School, School Year 2021-2022.

The selected respondents of our study are selected through stratified simple

random sampling method.

First, the researchers get the sample size using the Slovin's formula

and get a total of 263 respondents out of 764 total populations. Out of 263

respondents, 199 of them were from HUMMS, 37 from STEM, 22 from ABM

and 5 from SPORTS strand. After grouping them the researchers then select

the respondents using simple random sampling method from each stratum.

Formulation of the Instrument

The researcher has discussed and brainstormed about the needed

questionnaire. In order to be effective, the questionnaires were corrected by

three experts’ teachers in Romblon State University.

Validity and Reliability of the Instrument

The researcher made a validity form following the validity form

standard. Three expert validators from RSU-Romblon campus asked to

validate the questionnaire using content validity. Research question have been

maintained, edited and deleted based upon the validation of the three experts.

To measure the reliability of the questionnaire, the researcher conducted a

pilot testing at Agnipa National High School.

 25

The researcher used Cronbach’s Alpha Test to examine the reliability of

the questionnaire.

Data Collection and Source of Data

The researcher made a letter asking for permission of Mrs. Rosemarie

M. Mangaring -the principal of Romblon National High School to conduct a

study in said school. Upon confirmation, the researchers asked for the

respondents' strand and location on their database. The researchers drove to

location of the selected respondents and gave them one shot survey

questionnaire to gather the data needed.

Method of Data Processing and Analysis

The collected data was categorized into parts namely: sex, age,

monthly family income, the level of Mathematical anxiety of Grade 12 students

in the STEM STRAND with respect to: environment; emotional; and,

intellectual, and the significant relationship on the level of Mathematical

anxiety of Grade 12 students with respect to the different categories in terms

of their demographic profile.

After the data were categorized, they encoded to the Microsoft Excel

and then converted into Statistical Package for Social Science (SPSS) format.

The data were tabulated in frequency distribution for presentation.

 26

Analysis and interpretation of data were done using SPSS. The following are

the statistical measures were utilized to present, analyze and interpret the

data.

Percentage. This was used to convert the frequency to present for

better interpretation of the frequency distribution.

Pearson r. This was used to determine whether there is a significant

relationship on the level of Mathematical anxiety of Grade 12 students with

respect to the different categories in terms of their demographic profile.

Weighted Mean. This was used to find the average survey results of the

following: environment, personal and intellectual level of the respondents

toward math anxiety.

Cronbach Alpha. This was used to measure internal consistency of a

questionnaire that is made up of multiple Likert-type scales and items.

 27
23
CHAPTER IV

RESULTS AND DISCUSSION

This chapter describes and discusses how the data is presented,

analyzed, and interpreted based on the questions specified in Chapter 1.

Discussion and implications are also included in the interpretation of the

findings.

Demographic Profile of the respondents

As reflected in the table 1, 263 Grade 12 students of Romblon National

High School participated in the study, 132 (50.2%) are male while 131

(49.8%) are female. For the age, majority or 204 (77.57%) are aged 17-18

years old, 52 (19.77%) are aged 19-20 years old and 7 (2.66%) are aged 21-

22 years old. For the monthly family income of the students' parents, majority

of the them or 132 (50.19%) earned Php 5,000 - Php 10,000 monthly, 85

(32.32%) earned Php 11,000 - Php 16,000 monthly, 28 (10.65%) earned

Php 17,000 - Php 22,000 monthly, 18 (6.84%) earned Php 23,000 - Php

27,000 monthly while none of them or 0 (0%) earned Php 27,000 and above.
 28

Table 1. Demographic Profile of the respondents

Respondents Profile N %
Sex
Male 132 50.2
Female 131 49.8
Total 263 100
Age
17 – 18 years old 204 77.57
19 - 20 years old 52 19.77
21 – 22 years old 7 2.66
Total 263 100

Monthly income
5,000 – 10,000 132 50.19
11,000 – 16,000 85 32.32
17,000 – 22,000 28 10.65
23, 000 – 27,000 18 6.84
27,000 above 0 0
Total 263
100

Level of Math anxiety of Grade-12 students in respect to Emotional,

Environmental and Intellectual Aspect

Reflected in table 2 is the respondents’ mean level of Math anxiety in

terms of the following distinct aspects: Emotional aspect, Environmental

aspect, and Intellectual aspect. The first aspect is the “Intellectual Aspect”

which ranked first having M=3.41, with a descriptive interpretation of

“Average”. It is followed by the “Environmental Aspect” with M=2.78, with a

descriptive interpretation of “Average”. The last aspect is the “Emotional

Aspect” with M=2.65 which can be as “Average”. The above-mentioned distinct

aspects resulted to an overall weighted mean of 2.95 level of Math anxiety

which can be interpreted as “Average” explains that the Grade 12 students of

Romblon National High school have moderate amount of anxiety regarding

 29

Math.

Intellectual factors produce the highest level of Mathematics anxiety

level among students. It shows that the students’ cognitive thinking in Math

subjects is low that results in creating Math anxiety to the students. In PISA

(2017) study overall 59% of students reported worrying that it will be difficult

for them in mathematics classes and 30% feel helpless hen doing a

mathematics problem (OECD, 2018). Like other anxieties, high demands on

cognitive resources and working memory capacities may moderate the

relationship between anxiety and test performance.

Table 2: Level of Math anxiety of Grade-12 students

Emotional Aspect Mean Level
1. He/She feels like he/she have no control over his/her grades in Math. 3.20 A
2. He/She gets clammy hands when thinking or doing Math. 2.63 A
3. He/She gets emotionally upset when thinking or doing Math. 2.93 A
4. He/She gets upset stomach when thinking or doing Math. 2.18 L
5. He/She feels nauseous/vomiting when thinking or doing Math. 2.07 L
6. His/Her muscles feels tense and stiff when thinking or doing Math. 2.60 A
7. He/She has trouble sleeping after working Math or the night 2.30 L
before Math class or Math test.
8. He/She feels to urinate more frequently when in Math class or doing 2.30 L
Math test or Assignment.
9. He/She gets headache or stiff neck when thinking or doing Math. 3.06 A
10. He/She feels unconfident when dealing Math.
3.24 A
Weighted Mean 2.65 A

Environmental Mean Level

Aspect
1. His/Her parents did not encourage him/her to study 2.61 A
Mathematics.
2. He/She is afraid to his/her Mathematics teacher. 2.44 L
3. His/Her Math teacher is not approachable. 2.45 L
4. The location of his/her house did affect his/her study in 3.09 A
Math negatively.
5. He/She does not have a strong internet connection in the 3.37 A
his/her house.
6. Parent’s pressure to excel in Mathematics above other subject 2.87 A
 30

gives burden to him/her as a student.

7. His/Her friends pressure gives him/her burden to excel in Math. 2.56 A
8. He/She is afraid that his/her classmates will get a higher score 2.60 A
than him/her in the Math exams.
9. The school did not provide enough learning materials in Math 2.40 L
subject.
10. There is always unnecessary noise when he/she is studying 3.47 A
Math.

Weighted Mean 2.7 A

Intellectual Aspect Mean Level

1. Mathematics is the most difficult subject for me. 3.35 A
2. The language of algebra is extremely abstract. 3.56 H
3. I am not good in memorizing math formulas, graphs and tables. 3.40 A
4. Calculus is very difficult to understand. 3.34 A
5. The complexity of solving mathematical equation causes me to 3.37 A
dislike math.
6. Using English language as a medium of instruction contribute 3.34 A
to the difficulty of the subject.

7. He/She is not good in understanding Math problems. 3.29 A

8. It takes him/her a lot of time to solve a problem in Math 3.48 A
9. The statistical math problems give me a feeling of discomfort. 3.35 H
10. He/She worries when his/her teacher asked him/her 3.63 A
some questions to find out how much I know about Math.
Weighted Mean 3.41 A
OVERALL WEIGHTED MEAN 2.95 A

Mean Range Descriptive Interpretation

4.51 – 5.00 Very High (VH)
3.51 – 4.50 High (H)
2.51 – 3.50 Average (A)
1.51 – 2.50 Low (L)
1.0 – 1.50 Very Low (VL)

Correlation between level of Math anxiety and respondent’s demographic

profile
 31

Table 3 disclosed that the respondents' sex showed significant

relationship to the level of Math anxiety as evidenced by its obtained (rs(263)=

-.127, p= .041) thus, null hypothesis are rejected. It implies that there is

variation on the level of Math anxiety as far as sex is concerned.

Sex plays the most important factor in contributing to the level of

Mathematical anxiety of the students. Significant gender differences regarding

math anxiety were found in junior and senior high school students, with girls

reporting higher levels of math anxiety that boys (Hill et al., 2016). The majority

of studies addressing gender differences in adults regarding levels of math

anxiety have shown that women reported higher levels than men.

On the other hand, there is no significant relationship to the level of

Math anxiety when according to respondents’ age and monthly family income,

it was found out that there is no significant existed as evidently shown by the

obtained (rs(263)= .110, p=.074) for age and (rs(263)= .035, p= .572 for

monthly family income because the p-values are greater than 0.05 level of

significance hence, null hypotheses are accepted.

On average, age and monthly family income did not affect the level of

Math Anxiety of the students. Devine et al. (2018) found that in a sample of

almost 1,800 elementary and secondary school children, 77% of the children

with high math anxiety had normal to high math scores. Only around 20% of

the children with poor math scores had high math anxiety. Also, according to

Guzman et al. (2021) Socio-economic status (SES) and mathematical

performance seem to be risk factors of mathematics anxiety (MA) in both

 32

children and adults.

Table 3. Correlation between level of Math anxiety and respondents

demographic profile

Variable Coefficient Sig.(2 Tailed) Interpretation

Level of Math Anxiety

Sex -.127* .041 S

Age .110 .074 NS
Monthly Family income .035 .572 NS

*. Correlation is significant at the 0.05

level (2-tailed) S= Significant

NS= Not Significant

Results for Scheffe’s post hoc test for comparison for Students' Demographic
Profile with the Level of their Math anxiety

Table 4 shows the significant difference in math anxiety levels between girls

and boys. Out of 263 respondents, 131 are boys with a weighted mean of 2.8476,

and 132 are girls with a weighted mean of 3.0524. As can be seen in table 4, math

anxiety had a significant negative slope for girls (SD =.6262), while boys did not

show a math anxiety effect (SD =.7559). The result in the post-hoc test shows that

the correlation for the comparison of the level of math anxiety between girls and

boys is significantly related, with girls, MD(.5399) correlation being significant to the

Mathematics anxiety with 0.41 level of significance. It indicated that females tend to

have more anxiety compare to males. It was revealed that girls have higher levels of

Math anxiety than boys and high levels of Math anxiety were related to poorer levels

of mathematics performance (Devine et al).

Geary et al. (2019) concluded that girls have higher mathematics anxiety

for evaluations than did boys but not for Mathematics learning. Their key is
 33

finding that females Math anxiety reflect on their Math competence and less for

boys. The reason for this is because males tend to be care less to school

matters.

Table 4. Results for Scheffe’s post hoc test for comparison for Students'
Demographic Profile with the Level of their Math anxiety

A. Math Anxiety Mean SD MD Sig. Interpretation

1.Sex
Male 2.8476 .7599
.5399* 0.41 S
Female 3.0524 .6262

*. Correlation is significant at the 0.05 level (2-tailed) S= Significant`1

 34

CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

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

recommendation advanced by the researchers.

Summary of Findings

Based on the gathered data, the following findings were disclosed:

1. The number of male and female respondents is almost equal.

However, in terms of their age majority of them aged 17-18 years old and came from

family earning Php 5,000 - Php 10,000 monthly.

2. Level of Math anxiety in terms of; emotional aspect attained a

weighted mean of 2.65 that described as average level of Math anxiety, environmental

aspect attained a weighted mean of 2.78 that described as average level of Math anxiety

and intellectual aspects attained an weighted mean of 3.41 that described as average

level of Math anxiety. The overall mean of Math anxiety attained 2.95 that described as

average level of Math anxiety.

3. Age and family monthly income are not significantly related to

Math anxiety; however, sex is significantly related to Math anxiety.

 35

Conclusion

Based on the results of the study, the following conclusions can be drawen:

1. Most of the students of Grade 12 students of Romblon National

High School are young and from low income family

2. The level of Math anxiety in Grade 12 students of Romblon

National High School in the new normal is in moderate level for emotional and

environmental aspect while high level for intellectual aspect.

3. Math anxiety is significantly affected by the sex of the students.

Recommendations

In the light of preceding findings, conclusion and implications set forth

in this study the following recommendations are hereby forwarded:

1. Students who are younger and came from low income families

should not stereotypes that Mathematics is not for them because based on the

results age and monthly family income doesn't significantly affect their Math

anxiety.

2. Principals and teachers of the school must make programs and

activities relating to Math where the students will feel that Math is fun like Math

camps and Math games. They must also need to plans for some actions to

reduce the level of Math anxiety of the students.

3. As sex is related to Math anxiety significantly, it is advisable to

 36

teachers especially in Math to monitor female students as they tend to develop

Math anxiety more often. Female students with low mathematics achievement

will be more likely to develop mathematics anxiety and poor mathematics

attitudes than will low-achieving boys. As for the reason that girls are more

sensitive than to carefree boys. Teachers must be observant closely to girls’

students regarding to Math subject.

 37

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 40

APPENDICES
 41

APPENDIX A

LETTER OF APPROVAL

ROMBLON STATE UNIVERSITY

SCHOOL OF ARTS, SCIENCES AND TECHNOLOGY
ROMBLON CAMPUS

MR. RUEL VIRGIL ADRIGUEZ

Campus Director
Romblon State University
Romblon Campus
Sawang Romblon, Romblon

Sir:
Greetings of peace and prosperity!

In partial fulfillment of the requirements for the degree of Bachelor of Secondary

Education, we the Mathematics Major will be conducting research entitled “MATH ANXIETY IN THE
NEW NORMAL: A STUDY AMONG SENIOR HIGH SCHOOL STUDENTS BLENDED LEARNING”.

In this connection, we would like to request for your approval to allow us to conduct our study in
Romblon National High School.

Thank you and God Bless.

Respectfully yours,

(Sgd) EMMANUEL D. SANO (Sgd) ALHEA ANNE MACABATA

(Sgd) MARY GIAN M. FRANCISCO (Sgd) JOHN IRYZAR M. TORRE
(Sgd) JHON PAUL M. MIÑON

Noted:
(Sgd) JAMES RUSSELL M. ESQUERRA
Thesis Adviser

Approved:
(Sgd.) RUEL VIRGIL ADRIGUEZ
Campus Director, Romblon State University
 42

LETTER TO THE VALIDATORS

ROMBLON STATE UNIVERSITY

SCHOOL OF ARTS, SCIENCES AND TECHNOLOGY
ROMBLON CAMPUS

Madam/Sir:

Greetings,

My team in Romblon State University is planning to conduct a study entitled “MATH ANXIETY IN
THE NEW NORMAL: A STUDY AMONG SENIOR HIGH SCHOOL STUDENTS BLENDED
LEARNING”. MODALITY as course requirements in the degree-Bachelor of Secondary Education.

Knowing you as expert in this field, we would like to ask your assistance in validating the
research instrument. Kindly affix your comments or suggestions to improve its contents.

Attached herewith are the validation form and the statement of the problem for your
reference. Your approval and support to this humble request will be highly appreciated.

Thank you!

Respectfully yours,

(Sgd) EMMANUEL D. SANO (Sgd) ALHEA ANNE MACABATA

(Sgd) MARY GIAN M. FRANCISCO (Sgd) JOHN IRYZAR M. TORRE
(Sgd) JHON PAUL M. MIÑON

Noted:
(Sgd) JAMES RUSSELL M. ESQUERRA
Thesis Adviser

Approved:
(Sgd.) AMARANTH M. WONG
Thesis Validator
 43

LETTER ASKING PERMISSION TO CONDUCT THE STUDY

ROMBLON STATE UNIVERSITY

SCHOOL OF ARTS, SCIENCES AND TECHNOLOGY
ROMBLON CAMPUS

Madam/Sir:

Greetings!

We, the researchers from Romblon State University – Romblon Campus, are
planning to conduct a study entitled: MATH ANXIETY IN THE NEW NORMAL: A
STUDY AMONG SENIOR HIGH SCHOOL STUDENTS BLENDED LEARNING
MODALITY as course requirements in the degree of Bachelor of Secondary
Education.

Our respondents are the senior high school students at Romblon National High
School. In line with this, we would like to ask permission to allow us to do a survey
with the senior high school students as respondents for our study.

Your approval and support of this humble request will be highly appreciated.
Thank you very much and Godspeed.

Respectfully yours,

(Sgd.) EMMANUEL D. SANO (Sgd.) ALHEA ANNE MACABATA

(Sgd.) MARY GIAN M. FRANCISCO (Sgd.) JOHN IRYZAR M. TORRE
(Sgd.) JHON PAUL M. MIÑON

Noted:
(Sgd.) JAMES RUSSELL M. ESQUERRA, LPT
Thesis Adviser

Approved:
(Sgd.) ROSEMARIE M. MANGARING
Principal II
Romblon National High School
44
 45

QUESTIONNAIRES FOR THE RESPONDENTS

PART I
Name: (Optional)
Grade & Section:

Directions: Please put a check (✔) in the box corresponding to the options
suited to your answer.

Sex: Male Female

Age: 17-18 19-20 21-22

Monthly Family Income:

5,000 – 10,000 pesos
11,000 – 16,000 pesos
17,000 – 22, 000 pesos
23, 000 – 27, 000 pesos
27, 000 pesos and above

PART II
Directions: The following are some of the characteristics of the students when
dealing with Math subjects and Math problems. Read carefully each item and
indicate a check mark (✔) in the box that will correspond to your answer.

CODE Descriptive Interpretation

5 Strongly Agree
4 Agree
3 Fairly Agree
2 Disagree
1 Strongly Disagree
 46

S/N A. EMOTIONAL 5 4 3 2 1
He/She feels like he/she have no control
1
over his/her grades in Math.
He/She gets clammy hands when
2
thinking or doing Math.
He/She gets emotionally upset when
3
thinking or doing Math.
He/She gets upset stomach when
4
thinking or doing Math.
He/She feels nauseous/vomiting when
5
thinking or doing Math.
His/Her muscles feels tense and stiff
6
when thinking or doing Math
He/She has trouble sleeping after
7 working Math or the night before Math
class or Math test
He/She feels to urinate more frequently
8 when in Math class or doing Math test or
Assignment
He/She gets headache or stiff neck when
9
thinking or doing Math.
He/She feels unconfident when dealing
10
Math.

S/N B. ENVIRONMENTAL 5 4 3 2 1
His/Her parents did not encourage
1
him/her to study Mathematics.
He/She is afraid to his/her Mathematics
2
teacher.
His/Her Math teacher is
3
not approachable.
The location of his/her house did affect
4
his/her study in Math negatively.
He/She does not have a strong internet
5
connection in the his/her house.
Parent’s pressure to excel in
6 Mathematics above other subject gives
burden to him/her as a student.
His/Her friends pressure gives him/her
7
burden to excel in Math.
 47

He/She is afraid that his/her classmates

8 will get a higher score than him/her in the
Math exams.
 48

The school did not provide enough

9
learning materials in Math subject.
There is always unnecessary noise when
10
he/she is studying Math.

S/N C. INTELLECTUAL 5 4 3 2 1
Mathematics is the most difficult subject
1
for him/her.
The language of Algebra is extremely
2
abstract.
He/She is not good in memorizing Math
3
formulas, graphs and tables.
4 Math is very difficult to understand.
The complexity of solving mathematical
5
equation causes him/her to dislike math.
Using English language as a medium of
6 instruction contribute to the difficulty of
the Math subject.
He/She is not good in understanding
7
Math problems.
It takes him/her a lot of time to solve a
8
problem in Math.
The statistical Math problems give
9
him/her a feeling of discomfort.
He/She worries when his/her teacher
10 asked him/her some questions to find out
how much I know about Math.
 49

APPENDIX B

INSTRUMENT VALIDATION FORM

Please use the following scale in validating the content of the instrument.

1 – omit 2 – revise 3 – related but rephrase 4 - relevance

Statements 1 2 3 4 Comments/Suggestions
Emotional Aspect
I feel like I have no control over my grades in
Math

I feel my heart race when doing or thinking

about math
I get emotionally upset when doing or
thinking about math
I get sweaty or clammy hands when doing
or thinking about math
I feel butterflies in my stomach when doing
or thinking about math
My stomach gets physically upset when
doing or thinking about math
My muscles feel tense and I feel stiff when
doing or thinking about math
I have trouble sleeping after working on math or
the night before math class or a
math test.

I feel like I have to urinate more frequently

when in math class or working on a math
assignment or test.

I get headaches or neck stiffness when

doing or thinking about math.

Environmental Aspect
My parents did not encourage me to study
mathematics.
 50

I am not afraid to my mathematics teacher.

 51

My math teacher was not approachable.

The location of my house did not affect my
study in math.
I did not have a strong internet connection
in the house.
Parent’s pressure to excel in mathematics above
other subject gives burden to me as
a student.

My friends pressure gives me burden to

excel in math.
I am afraid that my classmates will get a
higher score than me in the math exams.
The school did not provide enough
learning materials in math subject.
There is always unnecessary noise when I
am studying.

Intellectual Aspect
Mathematics is the most difficult subject
for me.
The language of algebra is extremely
abstract.
I am not good in memorizing math
formulas, graphs and tables.
Calculus is very difficult to understand.
The complexity of solving mathematical
equation causes me to dislike math.
Using English language as a medium of instruction
contribute to the difficulty of the
subject.

I am not good in understanding math

problems.
It takes me a lot of time to solve a problem
in calculus.
The statistical math problems give me a
feeling of discomfort.
I worry when my teacher asked me some
questions to find out how much I know about
math.

Validated by:
Signature over printed name
 52

VALIDATION FORM MATH ANXIETY IN THE NEW NORMAL: A

STUDY AMONG SEÑIOR HIGH SCHOOL STUDENTS
DURING BLENDED LEARNING MODALITY

Profile of Validators

Age: Sex:
Address:

Educational Attainment
Level Name of School Course
College
Master's
Doctoral

Current Work
Agency/Department:
Current Position:
Years of Service:
 53

APPENDIX C

VALIDATORS' PROFILE

EXPERT 1
Age: 24
Agency/Department: ROMBLON STATE UNIVERSITY
Current Position: LECTURER 1
Educational Attainment: BACHELOR OF SECONDARY EDUCATION
(Mathematics)
No. of Years in Service: 2 YEARS

EXPERT 2

Age: 26
Agency/Department: ROMBLON STATE UNIVERSITY
Current Position: LECTURER 1
Educational Attainment: BACHELOR OF SECONDARY EDUCATION
(English)
No. of Years in Service: 3 YEARS

EXPERT 3

Age: 40
Agency/Department: ROMBLON STATE UNIVERSITY
Current Position: PROFESSOR
Educational Attainment: DOCTOR IN PHILOSOPHY
No. of Years in Service: 10 YEARS
 54

APPENDIX D

CODING SHEET
55
 56

CODING MANUAL

Variable Code Label

I. Demographic Profile
Sex (S)
Age (A)
Monthly Family Income (MFI)
II. Level of Math Anxiety
Emotional (EM)
Environmental (EN)
1 Male
2 Female
1 17-18 yrs old
2 19-20 yrs old
3 21-22 yrs old
1 5,000 – 10,000 pesos
2 11,000 – 16,000 pesos
3 17,000 – 22, 000 pesos
4 23, 000 – 27, 000 pesos
5 27, 000 pesos and above
1 Strongly Disagree
2 Disagree
3 Fairly Agree
4 Agree
5 Strongly Agree
1 Strongly Disagree
2 Disagree
3 Fairly Agree
4 Agree
 57

5 Strongly Agree

Intellectual (IN)
1 Strongly Disagree
2 Disagree
3 Fairly Agree
4 Agree
5 Strongly Agree
 58

APPENDIX E

COMPUTER GENERATED STATISTICAL RESULT (SPSS)

Demographic Profile of the respondents

Sex
Frequency Percent Valid Percent Cumulative
Percent
Valid Male 132 50.2 50.2 50.2
Female 131 49.8 49.8 100.0
Total 263 100.0 100.0

Age
Frequency Percent Valid Percent Cumulative
Percent
Valid 17-18 yrs old 204 77.57 77.57 77.57
19-20 yrs old 52 19.77 19.77 97.34
21-22 yrs old 7 2.66 2.66 100.0

Total 263 100.0 100.0

Monthly Family Income

Frequency Percent Valid Cumulative
Percent Percent
Valid 5,000-10,000 pesos 132 50.19 50.19 50.19
11,000-16,000 pesos 85 32.32 32.32 82.51
17,000-22,000 pesos 28 10.65 10.65 93.16
23,000-27,000 pesos 18 6.84 6.84 100.0
27,000 above 0 0.0 100.0 Total 263 100.0 100.0
0.0
 59

Level of Math Anxiety

Aspects N Mean

Emotional 263 2.64

Environmental 263 2.78
Intellectual 263 3.42
Total weighted mean = 2.94

Correlation
LEVEL_OF_MA SEX

LEVEL_OF_MA Pearson Correlation 1.000 -.127*

Sig. (2-tailed) .041
N 263 263
SEX Pearson Correlation -.127* 1.000
Sig. (2-tailed) .041
N 263 263

*. Correlation is significant at the level 0.05 level (2-tailed)

Correlation
LEVEL_OF_MA AGE

LEVEL_OF_MA Pearson Correlation 1.000 .110

Sig. (2-tailed) .074
N 263 263
AGE Pearson Correlation .110 1.000
Sig. (2-tailed) .074
N 263 263
 60

Correlation
LEVEL_OF_MA MONTHLY
FAMILY
INCOME
LEVEL_OF_MA Pearson Correlation 1.000 .035
Sig. (2-tailed) .572
N 263 263
MONTHLY Pearson Correlation .035 1.000
FAMILY
Sig. (2-tailed) .572
INCOME
N 263 263
 61

APPENDIX F

PHOTOS
62