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Chapter 1

THE PROBLEM AND ITS BACKGROUND

Rationale

Mathematics is a vital functional tool for a student‟s life, developing it into a

more systematic one. Students may learn to improve and foster their critical thinking,

reasoning abilities, and practicality, which is crucial today, through math. However,

despite the fact that people are taught with math at an early age, math anxiety is still

unavoidably conspicuous at different grade levels. In 1972, Frank Richardson and

Richard Suinn described mathematics anxiety as ''feelings of tension and anxiety that

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

wide variety of ordinary life and academic situation.'' The effects of math anxiety to the

students differ according to their age, gender, and ability. Student with low level of math

anxiety feel more excited, confident, and highly motivated to learn mathematics when

compared to students who have high anxiety levels (Marsh & Tapia, 2002). As a result to

the disappointment in their mathematical performance, students will further have

difficulty believing in their abilities.

This study aimed to go through a thorough investigation about the lived

experiences of students with mathematics anxiety. Hence, the wider viewpoint that this

study will have gathered will provide information that can be a great help to everyone,

math-anxious or not. This will show the challenges that those who have this anxiety

encounter. Additionally, this involves the factors that may trigger the said phenomenon as

well as the students‟ coping mechanism. This study is timely and relevant, with the fact
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that a lot of people in the modern societies face such phenomenon. The University of

Cebu Senior High School Main Campus, for instance, is a perfect locale for this study,

where some students were found to be experiencing the same situation.

This study was conducted for its relevance and cruciality. With the answers to the

experiences, challenges, factors, and coping mechanism on the subject of math anxiety

that this study provides, this can help assess the students, who have the said anxiety, with

their situation. Moreover, this study does not solely give information, but also serves as a

motivational tool that can be of great help in building strong self-concept about oneself

and overcoming the phenomenon. This will also bridge the normal students to a better

enlightenment about the situation of math-anxious students with the broader details

embodied in this study. Furthermore, this can be benefited as well by the teachers and the

future researchers who aim to study the same phenomenon in the future. Thus, this study

was conducted for this is a medium that provides an understanding of the lived

experiences of the students with math anxiety, and what the phenomenon really is all

about.

Research Question:

What are the lived experiences of students with mathematics anxiety?

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Statement of the Problem

This study aimed to investigate the lived experiences of Senior High School

students who have math anxiety in University of Cebu- Main in the second semester of

S.Y. 2019-2020.

Specifically, it sought to address the following:

1. What are the causes or factors that trigger mathematics anxiety?

2. What are the experiences that the students who have mathematics anxiety

encounter?

2.1 Physical

2.2 Emotional

2.3 Mental

3. How do the students cope with the situation?

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Theoretical Background

In this chapter, the researchers provide theories that this study is anchored on: the

Self-Discrepancy Theory which was introduced by Higgins in 1987, and the Reciprocal

Theory proposed by Carey, et al. in 2016.

E. Tory Higgins explained in the Self-Discrepancy Theory that there are three

basic domains of the self: a) the actual self or the kind person an individual believes he or

she actually is; b) the ideal self or a version of self a person wants to become; and c) the

ought self or the kind of person an individual believes he or she should or ought to

possess. This theory describes how individual suffer from different problems or

discomfort caused by the incompatibilities and inconsistencies between the actual self

and the ideal or the ought self. Some people are said to be experiencing this. For instance,

they believe they will never obtain their desired goal, which in return, cause them to be

feeling sad and disappointed in themselves. Moreover, if a person thinks of math as

something he or she cannot excel at due to his or her undesirable experience with it in the

past, it is a sign of self-discrepancy that can lead to having agitation-related problems

such as fear, or anxiety.

This theory is related to this study because it helps the researchers know how self-

discrepancy affects a person. It occurs when a person has conflicting or incompatible

belief about oneself. This will also help the researchers determine how it leads an

individual to having anxiety about a particular thing, which the researchers think can be

one of the causes of mathematics anxiety.

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Meanwhile, the Reciprocal Theory, which was proposed by Emma Carey,

Francesca Hill, Amy Devine, et al., explains the bidirectional relationship between

mathematics anxiety and mathematics performance. It states that poor mathematics

performance contributes to a higher mathematics anxiety, while high mathematics

anxiety contributes to poor performance, in a vicious cycle. For instance, if a student gets

a low score on mathematics in the exam, this can lead him or her to becoming math-

anxious. On the other hand, if a student is math-anxious, this may create disturbance to

his or her learning process leading to avoidance of math and poor performance.

This theory is of great help to this study because it helps the researchers

determine the relationship between the students' performance and their anxiety. In

addition, this theory assists the researchers in knowing the potential of mathematics

anxiety in disrupting the students' learning process.

These two theories show the causal relationship as to why mathematics anxiety

may form in a student, as well as the experiences they encounter. Both theories somehow

involves how low self-efficacy in facing math-related tasks due to an undesirable past

experience affects one‟s perception toward mathematics. Thus, these theories help and

guide the researchers in investigating and understanding the lived experiences of students

who have mathematics anxiety.

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Theoretical Framework

Self-Discrepancy Reciprocal Theory

Theory
Emma Carey, et al.
E. Tory Higgins

Mathematics Anxiety

Experiences Causes Coping

Mechanism
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Significance of the Study

The findings of this study will be benefited by the following:

Students. This study will go through a thorough investigation about the experiences of

the students with math anxiety. It will provide a wider viewpoint on math anxiety, hence,

it will help assess the students, both males and females, who go through this

phenomenon. This can be a way for the students to improve their self-efficacy in facing

tasks related to mathematics.

Teachers. As a way to diminish students‟ anxiety, the findings of this study can also

assess the teachers in giving focal attention and helping the students overcome such

phenomenon.

Future Researchers. This can be a source or a basis for another study that future

researchers want to conduct. This study will also bridge them to another cited studies that

can help them in gathering further information that they need.

Scope and Delimitations

This study was conducted in University of Cebu Senior High School Department

Main Campus. This focuses on the lived experiences of students from the said school

who have mathematics anxiety. It aims to address the experiences of the students, their

coping strategies, and the factors or causes of the said anxiety. This study limited its
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coverage on the Grade 11 HUMSS, STEM, and ABM students from the afternoon section

as the participants.

Definition of Terms

The terms are both operationally and conceptually defined based on how they are

used in the study

Lived Experiences – refers to a representation of the experiences and choices of

a given person, and the knowledge that they gain from these experiences and choices

(Given, 2008).

Mathematics Anxiety – involves feelings of tension and anxiety that interfere

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

variety of ordinary life and academic situation (Richardson & Suinn, 1972).

Math-anxious – In this study, the word math-anxious is used to describe the

students who have mathematics anxiety.

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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter exhibits the related literature and studies after thorough and

extensive inquiry done by the researchers. Those that were included in this chapter helps

in familiarizing information that are important and like the present investigation.

Related Literature

Most of the literature review on the impacts of math anxiety depends on the themes the

researchers have chosen for their present investigation. Experiences of the individuals

when they are faced with math related stuff and the causes why they acquire this kind of

anxiety and the coping strategies in how to deal with math anxiety.

Causes.There are two types of multidimensional influence of anxiety towards

mathematics on students. First is the negative reactions towards concepts, and the second

is the certainty regarding solving equations and worrying. As mathematics anxiety

continues to dwell among entities, attitudes that involved mathematics have a tendency to

develop negatively for the reasons of students avoiding math and may sometimes perform

a lack of interest in mathematics (Vukovic and Bailey, 2013). Some students may have a

learning disability in mathematics, whereas other students have poor mathematics

performance that leads to having difficulty in mathematics. In this literature it was

indicated that students that have math difficulty continue to have a hard time in

mathematics in later grades (Nelson and Powell, 2018).

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Experiences. Hamid et.al (2013) defined mathematics anxiety as an emotionally negative

response towards mathematics decreasing the level of self-confidence towards

mathematics. Resulting to an increase of frustration and hopelessness accompanied by a

fear of math related stuff. Furthermore, math anxiety does not only influence the

emotional apprehension of students but can also lessen the chances of students to acquire

new knowledge if encountered at such an early age. Furthermore, the joy and interest of

young children with mathematics may fade and replaced by dread and dislike when they

start their days as students and are introduced to a dry set of methods they think they just

have to accept and remember (Boaler, 2019).

Coping. Children‟s and adolescent literature has been acknowledged as a way for

students to easily understand the concepts of mathematics, through this, students has a

tendency to develop an interest towards mathematics. The author believed that with the

use of children‟s literature in the teaching of mathematics may help lower math anxiety

and capture the students interest and confidence in math (Furner, 2018). In addition,

educators need to recognize the causes of mathematics anxiety and make strategies to

deal with this problem. Educators can help realize that myth such as math being a male

domain is simply not true. Educators can also implement prevention and reduction

techniques. Teachers can become more flexible when grading math tests by checking the

procedure instead of only checking the answer, as this gives the teacher an understanding

of where the studentsneeds help (Woodard, 2004).

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The literatures can be of help with the present investigation entitled the lived

experiences of students with math anxiety. It depends on the themes of the present

investigation. The experiences of the individual who have math anxiety, whether they

feel hopeless when faced with math or the causes why they develop math anxiety. The

coping strategies to deal with mathematic anxiety, through this the researchers that are

working on the present investigation will gain further knowledge about math anxiety.

Related Studies

Most of the related studies are interrelated with the present investigation of the

researchers which is the lived experiences of students with mathematics anxiety.

The purpose of Finlayson‟s (2014) study was to examine the causes of math

anxiety and to develop strategies to deal with mathematics anxiety. It was found out that

the causes that lead to math anxiety are the lack of self-confidence whether the person

who has math anxiety can solve math problems the right way or not, fear of failure, and

ineffective learning practices. To reduce the anxious feelings when faced with numbers it

was suggested that a better understanding in math anxiety can be of help.

This study of Aydin and Aytekin (2019) was about controlling mathematics

anxiety by the views of guidance and psychological counseling candidates. The objective

of the study is to reveal the suggestions of guidance and psychological counseling

candidates (GPC) in dealing with math anxiety. Findings of the study conclude that

providing guidance to the family in order to reduce the math anxiety of the students may

be useful. Another finding of the study showed that if the individual‟s anxiety with

mathematics anxiety arises from his peers, it may be helpful to provide peer-assisted
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guidance. Depending on the findings, the reasons of having math anxiety can differ from

person to person.

The aim of the study of Unlu et al. (2017) is to examine the relationships between

self-efficacy beliefs toward mathematics, mathematics anxiety and self-efficacy beliefs

toward mathematics teaching. The finding of the study is that the most important

independent variable influencing mathematics teaching anxiety is mathematics anxiety.

Another finding of the study is that the most important independent variable influencing

mathematics anxiety is self-efficacy beliefs toward mathematics. For that it defined the

relationships between self-efficacy beliefs towards mathematics, mathematics anxiety

and self-efficacy beliefs toward mathematics teaching.

The study where it was found out the causes of having math anxiety is a study of

Finlayson. In the study of Finlayson it was mentioned that to reduce math anxiety is to

better understand math anxiety, while the study of Aydin and Aytekin that providing

guidance can be of help to individuals that have the fear of numbers or mathematics

anxiety. A study that predicts the relationship between self-efficacy and mathematics

anxiety and mathematics teaching is a study by Unlo et.al. These studies are interrelated

with the present investigation which is the lived experiences of students with

mathematics anxiety.
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Chapter 3

RESEARCH METHODOLOGY

This chapter describes the methodologies used in the research. It contains

discussion on research design, locale, participants, instruments, and the data collection

procedure.

Research Design

This is a phenomenological research as it investigates the lived experiences of

the students with mathematics anxiety. Phenomenological research is a strategy of

inquiry in which the researcher identifies the essence of human experiences about a

phenomenon (Creswell, 2009). With this approach, interviews with individuals who

experience a certain phenomenon is typically conducted. As for this study, students from

the Grade 11 level who were found to be math-anxious were the participants. The

researchers were guided by the following themes: the experiences of the students, their

coping strategies, and the factors or causes of mathematics anxiety. As a

phenomenological type of research, this study aims to arrive at a better understanding

about a certain phenomenon, which is mathematics anxiety.

Research Locale

This study was conducted in the University of Cebu – Senior High School Main

Campus. The said campus is located in J. Alcantara St, Sambag 1, Cebu City. The
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participants were interviewed inside a classroom where they were comfortable or within

the campus.

Research Informants

To determine who among the students of University of Cebu Main Campus are

math-anxious, the researchers used the Abbreviated Mathematics Anxiety Scale (AMAS)

for the survey. The survey questionnaires were handed out to the students from the

HUMSS, STEM, and ABM strands for them to fill in and answer. Then, the researchers

selected 10 students who, based on the results of the survey, were found to have such

anxiety as the informants. The students were from the afternoon session.

Research Instruments

This study utilized the Abbreviated Mathematics Anxiety Scale (AMAS) which

was developed by Hopko et al. in 2003. This is to identify the students with mathematics

anxiety. With this 9-item rating scale, the participants rated their anxiety for the math

tasks that are indicated, based on the 5-point scale: "1" which represents low anxiety, and

"5" which represents high anxiety. The researchers then used interview questions to

gather information from the participants that were selected based on the results of the

survey. Also, the researchers used mobile phones to record and document the

conversation between the interviewer and the interviewees which is essential for the data

gathering, and a laptop to transcribe the conversation and encode the gathered data.
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Data Collection Procedure

The first step is to identify an issue and find an opportunity for conducting the

study. In order for the conduct of the study to be made possible, the researchers secured

and sent a transmittal letter to the principal to ask for approval. Afterwards, the

researchers used survey questionnaires which aimed to identify who among the students

of UC Pri are math-anxious. The next step is to plan for an approach and methods. The

researchers selected 10 students who were found to have mathematics anxiety based on

the results of the survey. Then, the researchers provided informed consents for the

informants, which explain the methods, benefits, risk factors, and purpose of the study.

The researchers also verbally explained the study's objective and ensured the

confidentiality of the informants' response and information before answering the 3-item

interview questions. And finally, the researchers gathered data through an interview with

each informant that ranged from 6 to 10 minutes.

Data Analysis Procedure

After the data collection procedure, analyzing the gathered data will be done. To

do that, the researchers will use a qualitative descriptive analysis, or a thematic analysis.

There are certain steps that will be followed by the researchers in analyzing the

data: First, the researchers will gather data through an interview from ten selected

students from the Grade 11 level after a survey. Second, the interview will be transcribed
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and copies will be provided for the researchers to analyze thoroughly. The transcribed

interview will then be analyzed by utilizing the coding table that will address the themes

of the study: experiences of students with mathematics anxiety, the causes of

mathematics anxiety, and coping strategies to mathematics anxiety. Fourth, the interview

will be interpreted by evaluating and organizing the analyzed data that will provide

answers to the statement of the problem. And lastly, the result of the interpreted interview

will be written and submitted.

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Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents, analyses, and interprets the data gathered from the

informants in the University of Cebu – Main Campus, Senior High School Department.

Cause of having Mathematics Anxiety

I. Pressure

A.Family Background

B.Parental Pressure

II. Dejection

A. Self-reproach

B. Parental disappointment

III. Unpleasant Experiences

A. Poor Math Performance

B. Being looked down

Experiences of having Mathematics Anxiety

IV. Physical

A. Shaking

B. Panicking

C. Sweating

V. Emotional

A. Lack of Self-Confidence

B. Nervousness
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VI. Mental

A. Mental Block

Coping Mechanisms of having Mathematics Anxiety

VII. Motivation

A. Positive Thinking

B. Engagement

VIII. Self-Assessment

A. Self-study and Practice

B. Peer Support

C. Utilizing the Discussion

The researchers were able to extract 8 themes from the gathered data. The themes

are (1) pressure, (2) dejection, (3) unpleasant experiences, (4) physical, (5)

emotional, (6) mental, (7) motivation, (8) self-assessment. Each theme is

supported by 1-2 statements and is evident by the 8 informants of the study.

Presentation of Themes

Causes of having Mathematics Anxiety

I. Pressure

Pressure is a psychological stress due to expectations to do well in a situation. For

instance, students may feel pressure in taking a mathematics exam. This, being said, can

be one of the causes for mathematics anxiety.

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A. Family Background

Families can also play very important roles in students‟ academic

achievement. Omolewa (2002) affirmed that the performance of the child could

be traced to the home he comes from. This can be one of the causes why a student

develops mathematics anxiety. As one of the informants said:

“Para sa akoa kay ako ang parents man gud kay kay mga
bright ug math niya ako ragi try akoa best para lang di
ma low ang pagtan-aw sa akoa parents, niya usahay sa
akoa manghud kay bright kaayog math usahay gani sa
akoang manghud ko mag patabang kay lagi one year
gap rami”. (Informant 8, Line 24-27)

The informant was pressured by his or her parents and sibling‟s capability in

mathematics. The informant thought he or she had to keep up with them to be not

looked down by her parents and be considered by others as an outcast of the

family. Due to the pressure caused by family background, the informant

developed anxiety about mathematics. Kilgore et al. (2000) claimed that the

family environment is the most powerful influence in determining a child‟s

achievement.

B. Parental Pressure

According to Bell (2002), parents devote a lot of resources to their

children‟s education because they believe that good academic performance will

provide a stable future for them. The children know their parents‟ value system
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and act accordingly. Thus, they are mostly influenced by their parents at home. As

one of the informants said:

“All the time nga nay kanang showing of grades bitaw kay
una nilang lanatawon kay pila akong grades sa math nga
subject ingana so like pressure siya kay my parents wants
me as well nada ko kug grades sa math.” (Informant 4, Line
49-52)

The parents pressured the informant to attain high grades in mathematics, leading

him or her to having fear of failure to do so. As a result, this led him or her to

developing anxiety about mathematics. This can be supported by Finlayson‟s

(2014) study which found that fear of failure can be one of the causes of math

anxiety.

II. Dejection

This refers to the state of being unhappy and disappointed because of failure, loss,

etc. This is said to be one of the most common factors for mathematics anxiety.

A. Self-reproach

This occurs when starts showing harsh criticism or disappointment

towards oneself. Failure to a passing score on math exam, for instance, can lead a

student to having self-reproach and disappointment, making him or her math-

anxious, and avoid mathematics. As mathematics anxiety continues to dwell

among entities, attitudes that involve mathematics have a tendency to develop

negatively for the reasons of avoiding math and may sometimes perform a lack of

interest in mathematics (Vukovic & Bailey, 2013). As one of the informants said:
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“Disappointed kaayu ko sa akong kaugalingon and then I

always think kung unsa lay feel saakong parents they have
this expectation as well nga waka nako na reach like
disappointed ko sa akong kaugalingon niya feel sad nako
nga disappointed sad akong parents when I feel so down.”
(Informant 4, Line 108-112)

The informant was disappointed in himself or herself for not being able to attain

what his or her parents expected. He or she had incompatibilities between his

actual self (unable to reach his or her parents‟ expectation) and ideal self (the

desire to reach his or her parents expectation), resulting to having mathematics

anxiety. This can be associated with the Self Discrepancy Theory by Higgins

(1987).

C. Parental Disappointment

This involves parent‟s discontentment with their children‟s achievement.

For instance, arents who are overly-concerned about results of their children‟s

math-related tasks will end up pressurizing their children. Some students may

have a learning disability in mathematics, whereas other students have poor

mathematics performance that leads to having difficulty in mathematics (Welson

and Powell, 2018). The disappointment may also trigger mathematics anxiety,

like the situation of one of the informants who said:

“Di ko ganahan ma disappoint ako papa kanang

madisappoint sila ba akong mama or parents kay kuan
jud ra ba tanan nako gipangayo kay ila jud ihatag so
dapat mo give back sad ko ba”. (Informant9, Line 25-
26)
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The informant developed mathematics anxiety due to his or her fear to fail getting

good grades for the satisfaction of her parents. This is related to the study of

Finlayson (2014) that states fear of failure is one of the causes of mathematics

anxiety.

III. Unpleasant Experiences

These refer to the bad experiences of students with mathematics anxiety. These

experiences can potentially provoke mathematics anxiety in a student.

A. Poor math performance

There are some students who have learning disability and difficulty in

mathematics. This results to them getting low scores and having poor

mathematics performance. An example is the situation of one informant who said:

“Ug sa mga tests namo, gamay kog score. Napun an ana.

So nakaingon ko sa akong kaugalingon nga kanang bisag
unsaon nako, di jud ni makaya nako math. Adto na nag
start nga everytime mag klase mis math, mangulba jud ko”.
(Informant 10, Line42-44)

This is a perfect example of the Reciprocal Theory by Carey et al. (2016) which

explains that poor mathematics performance can contribute to a higher

mathematics anxiety. The student‟s anxiety was resulted by his or her low score

or poor performace.

A. Being looked down

Due to the the different learning capacity of each student, an individual who

has a slow learning process may experience being looked down by those who are
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fast learners, or his or her peers. This can affect his or her self-concept in facing

math-related tasks. As one of the informants said:

“Kuan discrimination sa akong kambal kay kanang murag

e-down gani ka nila kay dili ka kabaw ana nga subject kay
salig kabaw sila ana unya ka nang ana on raka kay di jud
ka kabaw ana kuan jud ka ana ana on kanila”. (Informant
3, Line 27-29)

The informant developed low self-efficacy belief towards mathematics resulting

from the discouraging words of his or her twin. This low self-efficacy then

triggered mathematics anxiety. This shows the relationship between self-efficacy

beliefs and mathematics anxiety as stated in the study of Unlu et al. (2017).

Experiences of having Mathematics Anxiety

IV. Physical Experiences

These refer to the reactions encountered by the math-anxious students involving

the body. The reactions may vary from person to person. It may include sweating,

shaking of the body, panicking, etc.

A. Shaking

The word “shake” is defined by Llamas (2009) as to move or sway with

short, quick, irregular vibratory movements. Shaking is said to be one of the most

common symptoms of anxiety. It usually occurs because of nervousness a student

feels when faced with math-related tasks. It is evident by one informant who said:

“Hmm… kanang makluba an ko mangurog kay what if niya

kanang maunsa na kay kana akung answer dili mao niya
basta tawgun akung ngalan kay makulbaan jud ko niya
kanang unsa kanang dili niya ko ka answer niya kunglawas
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mo kurog jug siya kay tungud sa kakulba and then mao ra

siya.” (Informant 6, Line 19-22)

The study of Finlayson (2014) can be associated in this statement of the

informant. It examines the relationship between self-confidence and mathematics.

The informant was controlled by his or her thought that he or she may not be able

to get the correct answer, indicating lack of self-confidence. As a result, the

informant felt nervous which was manifest in the shaking of his or her body. It

was said that lack of self-confidence can lead to math anxiety.

B. Panicking

According to the National Institute of Mental Health (2016), panic

attacks are sudden periods of intense fear that come on quickly and reach a

person‟s peak within minutes. This can be triggered by mathematics anxiety, like

the situation of one of the informants who said:

“Kanang ahmm… mura kog mag panic or mataranta ay.

Labi na kung lisod na kaayo ang mga topics”. (Informant
10, Line 23-24)
In this statement, the informant was obviously becoming afraid as the math topics

became more complex. Because of this, the informant developed low self-efficacy

belief toward mathematics. This can be supported by the study of Unlu et al.

(2017) which found that the most important independent variable influencing

mathematics anxiety is the self-efficacy belief towards mathematics.

C. Sweating
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According to Healthline (2018), sweating is the release of salt-based fluid

from the sweat glands. It is of help with the proper functioning of the body.

However, it can also be linked to mathematics anxiety as one of the symptoms. As

one of the informants said:

“I really hate it basta math na niya kanang di ko ganahan

maminaw sa maestra kay lagi at the end of the day wa
jahapon koy masabtan, kana ganing hate jud nako mag
solve solve niya nay time na gitawag ko sa teacher then
grabe ako pangulba ato nga time, gipaningot jud ko niya at
the same time nauwaw sad ko”. (Informant 9, Line 13-16)
The informant developed unhealthy mindset. He or she believed that mathematics

is something she could not understand and do good at. This can be supported by

the Self-Discrepancy Theory by Higgins (2016), which stated that one‟s poor self-

concept can lead to mathematics anxiety.

V. Emotional Experiences

Students who undergo anxiety feel emotional distress. The cognitive dimension,

labelled as “worry,” refers to concern about one's performance and the consequences of

failure, and the affective dimension, labelled as “emotionality” refers to nervousness and

tension in testing situations and respective autonomic reactions (Liebert and

Morris, 1967). A math-anxious student may feel any of the following:

B. Lack of Self-Confidence

Self confidence refers to “people‟s sense of competence and skill, their

perceived capability to deal effectively with various situations.” (Shrauger &

Schohn, 1995). If a person lacks self confidence, he or she may have difficulty
 26

facing math-related tasks and increase his or her anxiety. This is evident in one of

the participants who said:

“Oh naa just like kananginig pa answeron kay kana

bitawng mag duha-duhako ug kuan sa akong answer if
okay bani or dili, then kanang mahadlok sad ko basin
bag ebully ko sa akong classmate kay kanang wrong
akong answer unya wala sad ko nag naminaw ba.”
(Informant 1, Line 13-15)

The informant feared to be failed in getting the correct answer to a particular

mathematics problem and be bullied in result. This led him or her to the

development of low self confidence. This can be supported by the study of

Finlayson (2014) that shows how lack of self confidence and fear of failure can

lead to mathematics anxiety.

B. Nervousness

As defined by the Merriam-Webster Dictionary (2020), nervousness is the

feeling of uneasiness and being worried over the possibility of an anticipated

misfortune or trouble. Mathematics anxiety can lead a person to becoming

nervous when he or she is given mathematics tasks. Furthermore, the joy and

interest of young children with mathematics may fade and replaced by dread and

dislike when they start their days as a student and introduced with various

methods in solving mathematics (Boaler, 2019). As one of the informants said:

“Sometimes kanang pa answeron gani ka sa imong teacher unya

kanang lisod kanang dili kay dili kay masabtan nimo unya
kanang matiymingan nga ikaw pa answeron sa blackboard unya
makulbaan jud ka kay wala wala kay ka kasabot ba unya ikaw
ang pa answeron unya mag kurog kurog ka unya di na ka
mahimutang sa imong buhaton”(Informant 3,Line 22-25)
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The informant had difficulty in understanding the lesson, causing him or her to

becoming nervous when called by the teacher. The informant was self-discrepant

and doubted that he or she can answer the question, leading him or her to be

math-anxious. This can be supported by the Self Discrepancy Theory of Higgins

(1987).

VI. Mental Experiences

These refer to the reactions of math-anxious students that involve the mind,

perception, or consciousness. Mathematics anxiety might also influence performance

directly, by overloading working memory (Ashcraft et al., 1998).

A. Mental Block

According to Matthews (2019), mental block can be an inability to continue or

complete a train of thought. Through mental block, mathematics anxiety can also

disrupt a student‟s learning process. As one of the informants said:

“Bisag unsa pana imong unsa pa naka grabi imong tuon an

naa juy time nga ma mental block katungod kay ahm…
examples or ang given na examples kay medyo nalahi or
nabagohan ka kalitan langkasamga numbers or mas
dakonga given value in ana”.(Informant 5, Line 46-48)

The informant found it hard to process and adapt new topics that are more

complicated than the previous ones. From this, it is evident how mathematics anxiety

potentially bring disturbance to his or her learning process. This is as stated in the

Reciprocal Theory by Carey et al. (2016).

Coping Mechanisms for Mathematics Anxiety

 28

VII. Motivation

In the classroom setting, motivation refers to the degree to which a student puts

effort into and focus on learning in order to achieve successful outcomes (Saeed &

Zyngier, 2012). It is another factor that may play significant role in the coping strategies

for mathematics anxiety.

A. Positive Thinking

According to the Mayo Clinic, having positive thinking means

approaching unpleasantness in a more positive and productive way. If a math-

anxious student develops positive attitude towards mathematics and believes

he or she can do well at it, he or she can be able to prevent mathematics

anxiety. As one of the informants said:

“Ako lang gyung paning kamotan nga makabalo lang jud

ko mawala nang kaulaw nako og bahala nanghinay kaayu
ko pasabton ako jud paning kamoton kay moabot man jud
nang panahon ang kanang math kay dili man jud na siya
mawala kay part na man na sa atung kinabuhi kay kung dili
kama kahuman ug skuwela kay kung mo apply kagtrabaho
kanang cashier so apil man japun na math.” (Informant 6,
Line 52-56)

The informant created a positive view on mathematics by considering it as one

of the essential tools in everyday life. He or she also has an optimistic outlook

that she will go past the situation and overcome his or her slow learning

process about math. This optimistic outlook shows high self-efficacy belief

towards mathematics. This can be related to the study of Unlu et al. (2017)

B. Engagement
 29

Together with motivation, engagement is viwed in the literature as very

important for enhanced learning outcome of all students (Woolfolk &

Margetts, 2007). There can be several factors that make a person engaged and

committed to doing his or her task. These factors may be his driving force in

achieving his or her goals. As one of the informants said:

“But akong man sad e motivate akong kaugalingon gud.

Bisan dili nalang para sa akong kaugalingon, gusto sad
baya ko makahuman og skwela para sa akong parents.
Lisod nag math ray maka kuan kanang babag ana. So ako
sad i push..uhmm motivate akong self.” (Informant 10, Line
62-65)

The informant continued motivating himself or herself not just for his or her

own sake, but also because of his or her dedication to making his or her family

proud. They provide him or her guidance and driving force in dealing with his

or her situation. This can be supported by the study of Aydin and Aytekin

(2019) which concluded that guidance to the family in order to reduce the

math anxiety may be useful.

VIII. Self-Assessment

A person who does self-assessment analyzes oneself in order to assess which

aspects need to be enhanced or improved, which ones to be maintained, or which ones to

be diminished. Assessing oneself can help a person develop strong self-concept, which is

important in facing mathematics tasks.

A. Self- study

According to Kuzmik and Bloom (2008), doing self-study is to understand

what is the form and nature of reality. It can help assess the students with their
 30

learning process. It can be done by studying something by oneself through books,

articles, etc. As one of the informants said:

“Mas ako mas ako jong gipalauman ang pag study sa math
about numbers unya in order nga mas ma improve nako
ang skill is kanang I need to far relationship jud nga
kaya rana nako ma deal like ah… bisag the bigger
number siya kay mas makaingon ko nga the bigger the
number the bigger the problem siya mas dako siya ug
matabang sa ako nga future”. (Informant 5, Line 69-73)

The student deals with his or her anxiety by acquiring a good learning technique,

which is thorough self-studying. This can be related to Finlayson‟s (2014) study

which states that a better understanding of mathematics can reduce the feelings of

anxiety when faced with numbers.

B. Peer Support

Having support and assistance from friends can help math-anxiouof

sstudents with their situation. Peer supporters offer emotional support, share

knowledge, teaching skills, provide practical assistance, and connect people with

resources, opportunities, communities of support, and other people (Solomon,

2004). There are some instances that a student may find difficulty in learning and

ask for his or her classmates‟ assistance and tutorial. An example of this is the

situation of an informant who said:

[“Kuan sako mga cousins gani kay mga bright man gud na
sila sa math ara ko magpatudlo basta naa sila free time
magpatudlo ko.” (Informant 9, Line 35-36)]

This is a good example of the study of Aydin and Aytekin (2019) which states

that it may be helpful to provide peer-assisted guidance for the students with
 31

mathematics anxiety. Through this, student‟s mathematics anxiety can be reduced

and his self-confidence can be boosted.

C. Utilizing the discussion

Utilizing the discussion involves understanding and giving importance to

the class in one‟s learning. Listening and paying attention is said to be helpful in

improving the learning process of the student. It can be a great learning process.

As one of the informants said:

“If ever mag discuss naang teacher I kanang mas ato

personally mas mo focus gyud ko sa math like favorite
man gud na ko siya whenever mag discuss na ang
teacher kay mas focus nako sa pagpaminaw and dili
nakaayu ko mag sige tabi and so mau to focus na gyud
ko if mag discuss ang teacher maminaw na gyud ko”.
(Informant 4, Line 30-34)

The informant‟s way of dealing with the situation is by utilizing the

discussionof, and that is by listening and understanding thoroughly what his or

her teacher discussed. This is for her to have a better understanding about

mathematics to deal with his or her anxiety. This can be supported by the study of

Finlayson (2014).
 32

Chapter 5

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

In this chapter, the researchers present the summary of findings based on the

discussed results in the previous chapter. This also includes the conclusion that addresses

the general problem of the study. Also, some recommendations that are based on the

study are provided by the researchers.

Findings

After a thorough investigation of the lived experiences of senior high school

students who have mathematics anxiety, here are the findings of the study:

Causes. The causes of mathematics anxiety pressure due to family background

and parental pressure; dejection which includes self-reproach and parental

disappointment; and unpleasant experiences such as poor mathematics performance and

being looked down. These factors can tremendously trigger mathematics anxiety.

Experiences. Students who have mathematics are affected in different aspects:

physical, emotional, and mental. Physical experiences include shaking, panicking, and

sweating; emotional experiences which include lack of self confidence and nervousness;

and mental experiences that include mental block.

Coping Strategies. Math-anxious students deal with the situation by having

positive thinking and engagement towards math, doing self-study, having peer support,

and utilizing the discussion. These help and assess them in overcoming their anxiety.
 33

Conclusion

Based on the findings of the study, it can be concluded that the lived experiences

of the students with mathematics anxiety are challenging and have to be better

understood in order to figure out what influences the said anxiety and acquire coping

strategies in dealing with it.

Recommendations

Based on the findings and conclusion of the study, the following are the

recommendations of the researchers:

1. Counselling can be implemented by the school to help assess the students with

their situation by providing guidance services.

2. Teacher may yield learning approach that does not heighten the anxiety of the

students to help the students build strong self-efficacy.

3. Parents may give focal attention to their children who experience such anxiety in

order to help diminish it. This can be done by seeing to it that they are not

pressurizing their children and providing guidance.

4. Peer support and assistance can be of great help in building strong self-concept,

which is important in facing mathematics tasks.

 34

5. Students who experience the said anxiety may have to acquire self-assessment in

order to evaluate themselves and find feasible ways to deal with or overcome their

situation.

6. Future researchers may conduct a quantitative research on the level of

mathematics anxiety in males vs females and use this as one of their related

studies in gathering further information.

 35

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 39

APPENDICES

Appendix A: Transmittal Letter

 40

Appendix B: Research Instrument

Survey

Respondent’s Details

Name:
Age: Sex: FemaleMale
Grade & Section:
Contact number:

Instruction: Please put a check mark on the appropriate provisions using the rating
scale below: 5- a lot, 4- quite a lot, 3- moderate, 2- some, 1- low

Anxious - (adj.) experiencing worry, unease, or nervousness, typically about an

imminent event or something with an uncertain outcome.

How anxious do you typically 1 2 3 4 5

feel when LOW SOME MODERATE QUITE A A LOT
BIT
Having to use the tables in the
back of a Math book.
Thinking about an upcoming
math test one day before.
Watching a teacher work an
algebraic equation on the
black board.
Taking an examination in a
math course
Being given a homework
assignment of many difficult
problems which is due to the
next class meeting
Listening to the lecture in
math class
Listening to another student
explain a math formula
Being given a “pop” quiz in a
math class
Starting the new chapter in a
math book
Overall, how anxious are you
about math?
 41

Interview Guide

Lived Experiences of the Students with Mathematics Anxiety

GROUP 2

Grade 11 HUMSS 4P Fortitude

Participant’s Initials:_________________ Year_____ Grade & Section____________

I. Experiences of having Mathematics Anxiety

a.) Have you ever had a bad mathematics experience?

(Aduna kabay dili maayo nga kasinatian sa mathematika?)

II. Cause of having Mathematics Anxiety

a.) What‟s the reason why you have mathematics anxiety?

(Unsay hinungdan ngano nga aduna kay kabalaka sa matematika?)

III. Coping Mechanism

a.) How do you deal with this situation?

(Gi unsa nimo pagatubang ang kaniang sitwasyona?)

 42

Appendix C: Research Map

 43

Appendix D: Informed Consent

TITLE OF STUDY
Lived Experiences of the Students with Mathematics Anxiety

PRINCIPAL RESEARCHER
Estilla Marie L. Aguisando
11 HUMSS 4P Fortitude
Victor Village, Tres de Abril, Punta Princessa, Labangon, Cebu City
09979549792
estillaaguisando@gmail.com

PURPOSE OF THE STUDY

You are being asked to take part in a research study. Before you decide to participate in
this study, it is important that you understand why the research is being done and what it
will involve. Please read the following information carefully. Please ask the researcher if
there is anything that is not clear or if you need more information.

The purpose of this study is to investigate the experiences of the students who have
mathematics anxiety and how they cope with it.

STUDY PROCEDURES

We will need your participation for an interview for 10-15 mins. By the incorporating the
following:

1. For the first 2 minutes, you will be given with some warm up questions to get you
ready.

2. In the next 3 minutes, we will let you know how the actual interview goes by letting
you read the questions in order to you to prepare.

3. The remaining 10 minutes will be for the actual interview, which can be vernacular or
in English.

4. Throughout the interview, audio recording will be to use to record your answers and
information.
 44

RISKS

There is no reasonably foreseeable risk in these procedures.

You may decline to answer any or all questions and you may terminate your involvement
at any time if you choose.

BENEFITS

The findings of this study will be benefit by the following.

Students. This study will go through investigation about the experiences of the students
with mathematics anxiety. It will provide a wide viewpoint on mathematics anxiety,
hence it will help access the students, both males and females, who go through this
phenomena. This can be a way for the students‟ anxiety; the findings of this study can
also access the teachers in giving focal attention and helping the students overcome such
phenomena.

Future Researchers. This can be a source or a basis for another study that future
researchers want to conduct. This study will also bridge them to other cited studies that
can help them in gathering further information that they need.

CONFIDENTIALITY

Your responses are completely anonymous. No individual identities will be used when
discussing or reporting data. Once the data will fully analyzed and the audio recordings
are coded and transcribed they will be destroyed.

CONTACT INFORMATION

If you have questions at any time about this study, or you experience adverse effects as
the result of participating in this study, you may contact the researcher whose contact
information is provided on the first page. If you have questions regarding your rights as a
research participant, or if problems arise which you do not feel you can discuss with the
Primary Researcher, please contact the adviser, Ms. April Anne Moncada, at the UC
Main senior high school faculty room.

VOLUNTARY PARTICIPATION

Your participation in this study is voluntary. It is up to you to decide whether or not to

take part in this study. If you decide to take part in this study, you will be asked to sign a
consent form. After you sign the consent form, you are still free to withdraw at any time
and without giving a reason. Withdrawing from this study will not affect the relationship
 45

you have, if any, with the researcher. If you withdraw from the study before data
collection is completed, your data will be returned to you or destroyed.

CONSENT

I have read and I understand the provided information and have had the opportunity to
ask questions. I understand that my participation is voluntary and that I am free to
withdraw at any time, without giving a reason and without cost. I understand that I will
be given a copy of this consent form. I voluntarily agree to take part in this study.

Participant‟s signature ______________________________ Date __________

Researcher‟s signature _____________________________ Date __________

 46

Appendix E: Summarized Coding Table

SOP THEMES SUBTHEMES EXTRACTED THEMES

EXPERIENCES Shaking PHYSICAL
Sweating
Panicking
Lack of Self- confidence EMOTIONAL
Nervousness
Mental block MENTAL
CAUSE Family background PRESSURE
Parental pressure
Self-reproach DEJECTION
Parental-disappointment
Poor math performance UNPLEASANT
Being looked down EXPERIENCES
COPING MECHANISM Positive Thinking MOTIVATION
Engagement
Self-study and practice SELF-ASSESSMENT
Peer support
Utilizing the discussion
 47

Appendix F: Detailed Coding Table

Research Title: Lived Experiences of Students with Mathematics Anxiety

Group No.: 2 Year, Strand, Section: 11- HUMSS 4P Fortitude

Informant Line Formulated

Significant Statement Theme
No./Initials No. Meaning
1/JMS 12-14 Oh naa just like kananginig pa answeron Afraid of Experience
kay kana bitawng mag duha-duhako ug judgement
kuan sa akong answer if okay bani or
dili, then kanang mahadlok sad ko basin
bag ebully ko sa akong classmate kay
kanang wrong akong answer unya wala
sad ko nag naminaw ba.
2/ADP 42-43 Uhmang experience kay kuan mawala Mental Experience
naka sahuna-huna dayun mangurog ka block and
maatubang nimong maestro like kuan pa Shaking
gyudgamay ra kayo ang scores mao na
mahadlok naka.
3/AMD 20-23 Yes sometimes kanang pa answeron gani Nervousness Experience
ka sa imong teacher unya kanang lisod
kanang dili kay dili kay masabtan nimo
unya kanang matiymingan nga ikaw pa
answeron sa blackboard unya
makulbaan jud ka kay wala wala kay ka
kasabot ba unya ikaw ang pa answeron
unya mag kurog kurog ka unya di na ka
mahimutang sa imong buhaton.
4/JD 56-60 I had a failing grades sa one of my Disappointm Experience
exams kanang years ago and my family ent
was disappointed niya ako sad
disappointed sad ko kay di sad ko
ganahan nga ma fail ko ana nga subject
but then wala na man koy na buhat sa the
next exam ako nalang gi try akong best
kanang mabawi na na ko akong failing
nga grade ato.
5/JA 45-46 Bisag unsa pana imong unsa pa naka Mental Experience
grabi imong tuon an naa juy time nga ma block
mental block katungod kay ahm…
 48

examples or ang given na examples kay

medyo nalahi or nabagohan kakalitan
langkasamga numbers or mas dakonga
given value in ana.
6/JRJ 18-21 Hmm… kanang makluba an ko Nervousness Experience
mangurog kay what if niya kanang ; shaking
maunsa na kay kana akung answer dili
mao niya basta tawgun akung ngalan kay
makulbaan jud ko niya kanang unsa
kanang dili niya ko ka answer niya kung
lawas mo kurog jug siya kay tungud sa
kakulba and then mao ra siya.
7/KC 7-9 Ahm kuan kanang sauna pagkanang high Getting a Experience
school nako ahmm kanang nangkuan low score
bitaw mi nag quiz unya wa man ko
nakatuon niya kanang mao to pagkanang
checking kay gamay kog score.
8/EG 16-18 Oh uie aduna man sad pero di man gud Shaking; Experience
na siya malikayan guddili lang gani guro nervousness;
ako pero kung ako gyud ang matawag sa mental block
akoang maestra kay mangulba ko,
mangurog ug ang pinaka worst gyud kay
ma mental block gyud ko mao nay
pinaka kahadlok kan nako.
9/APU 15-17 Uhm well, I really hate it basta math na Intense Experience
niya kanang di ko ganahan maminaw sa nervousness;
maestra kay lagi at the end of the day wa sweating
jahapon koy masabtan, kana ganing hate
jud nako mag solve solve niya nay time
na gitawag ko sa teacher then grabe ako
pangulba ato nga time, gipaningot jud
ko niya at the same time nauwaw sad ko.
10/ML 25-26 Kanang ahmm…mura kog mag panic Panicking; Experience
ormataranta ay. Labi na kung lisod na shaking;
kaayo ang mga topics. nervousness

29-31 ... pero naay usahay sad nga maabot na

jud sapoint
nga mangurog akong tuhod. Mahadlok
kotawagon gud sa akong teacher gud.
Kasagaran sa akong kanang mga naagian
nga kanang math teacher kay maldita ba.
 49

Informant Line Formulated

Significant Statement Theme
No./Initials No. Meaning
1/JMS 25-27 Actually kanang akoang parents Parental Cause
kanang mga best in math then kanang background
natingala ko nganong ako kay di, murag
ma kuan sad ko usahay nga kanang
akong parents kay kanang highs sa
math unya ako kay kanang murag lang
dili sad low pero average rabitaw.
2/ADP 46 Actually taga test diligyud ko kapasar Low math Cause
naa ra sa tunga-tunga. performance
3/AMD 26-28 Kuan discrimination sa akong kambal Discrimination/ Cause
kay kanang murag e-down gani ka Being looked
nilakay dili ka kabaw ana nga subject down
kay salig kabaw sila ana unya ka nang
ana on raka kay di jud ka kabaw ana
kuan jud ka ana ana on kanila.
4/JD 49-52 All the time nga nay kanang showing of Parental Cause
grades bitaw kay una nilang pressure
lanatawon kay pila akong grades sa
math nga subject ingana so like
pressure siya kay my parents wants
me as well nada ko kug grades sa
math.
4/JD 108-112 Disappointed kaayu ko sa akong Parental Cause
kaugalingon and then I always think disappointment;
kung unsa lay feel saakong parents they self-
have this expectation as well nga waka disappointment
nako na reach like disappointed ko sa
akong kaugalingon niya feel sad nako
nga disappointed sad akong parents
when I feel so down.
5/JA 24-25 Ah… yes ah… naa katong high school Low score/poor Cause
ko and ah… our examination kay niya math
wala ko naka, wala ko naka review and performance
then I got a score nga think 9 over 60
sa maotu.
5/JA 39-41 Every month mi mag exam then nay juy Bad experience Cause
time nga dili nako makuan ang topic
then para nako dako na siya nga
impactug bati na siya nga experience.
 50

6/JRJ 29-32 Tungud sa kuan kanang ma kuan Lack of self- Cause

niya dili ko ka answer ma kulbaan ko confidence and
sa ‘kong mga classmate then mauwaw self-efficacy
ko kay basin dili niya mao akung
answer basin kataw an niya ko mao na
akong kahadlukan kay dili niya ko ka
answer sa math kay bogo man kay kog
math gud.
7/KC 16-17 Atu pag unsa kay kanang kuan kanang Low grade Cause
gi pasagdan lang nako pero kanang
nakabantay ko ba kanang kuan bitaw
kanang akong grado sa math kay
mugbo
8/EG 26-29 Para sa akoa kay ako ang parents man Pressured by Cause
gudkay kay mga bright ug mathniya family
ako ragi try akoa best para lang di ma background
low ang pagtan-aw sa akoa parents,
niya usahay sa akoa manghud kay bright
kaayog math usahay gani sa akoang
manghud ko mag patabang kay lagi
one year gap rami.
9/APU 28-29 Di ko ganahan ma disappoint ako Parental Cause
papa kanang madisappoint sila ba disappointment
akong mama or parents kay kuan jud
ra ba tanan nako gipangayo kay ila jud
ihatag so dapat mo give back sad ko ba.
10/ML 41-45 Isa sa rason is kanang katong gitawag Unpleasant past
ko nya wala ko katubag. Tungod ato, experience Cause
mura kog gipa uwawan pinaagi sa
joke. Kay kuno kanang simple ra daw to
pero dili nako makuha. Kataw anan siya
paras uban pero para nako, murag
kanang na low akong pag tan aw sa
akong kaugalingon. Kay kung kanang
simple raman diay to, nganong di nako
makuha?
47-49 Poor math
Ug sa mga tests namo, gamay kog performance
score. Napun an ana. So nakaingon ko
sa akong kaugalingon nga kanang bisag
unsaon nako, di jud ni makaya nako
math. Adto na nag start nga everytime
mag klase mis math, mangulba jud ko.
 51

Inform
ant Formulated
Line No. Significant Statement Theme
No./ Meaning
Initials
1/JMS 32-34 Kuan e handle lang kuni siya sa Self-study Coping
pagkuan sa pagsabot lang jud Mechanism
nako siya then kanang
studyhannako siya hantod sa
kanang makoan ma cope up nako
ang kanang right nga pamaagi nga
kanang ma answer nako ang
kanang kana nga question nga
about sa math.
1/JMS 37-39 Kuan relax lang then Utilizing the Coping
kanangsabton lang jud then kay discussion Mechanism
kanang masabtan nimo ang
problem basta maminaw lang
ka sa mga kanang instruction ug
kanang unsaon siya pagpamaagi
para sa mga kuan sa mga teachers
sa gitudlo.
2/ADP 55-57 Kanang balik-balikon nako ang Asking for Coping
among topic then magpatudlo assistance and Mechanism
then mag pa answer unsa on tutorial
siya pagpagkuan kung giunsa to
sa maestro then epabalik-balik
hantud makasabot.
3/AMD 31-32 Magtuon ka, mag practice ka Self-study; Coping
unya kanang dapat ipakita nimo practicing Mechanism
nila nga kaya na nimo nga silay
sayop dili ikaw.
4/JD 31-34 If ever mag discuss naang Utilizing the
teacher I kanang mas ato discussion
personally mas mo focus
gyudkosa math like favorite man
gudnakosiya whenever mag
discuss na ang teacher kay mas
focus nako sa pagpaminaw and
dilinakaayuko mag sigetabi and so
mau to focus nagyudko if mag
discuss ang teacher
maminawnagyudko.
 52

5/JA 70-74 Mas ako mas ako jong Doing self- Coping
gipalauman ang pag study study Mechanism
samath about numbers unya in thoroughly
order nga mas ma improve
nakoang skill is kanang I need to
far relationship judnga kaya rana
nako ma deal like ah… bisag the
bigger number siya kay mas
makaingonkonga the bigger the
number the bigger the problem
siya mas
dakosiyaugmatabangsaakonga
future.

6/JRJ 50-54 Ako lang gyung paning Overcoming Coping

kamotan nga makabalo lang jud shyness; self- Mechanism
ko mawala nang kaulaw nako assessment
og bahala nanghinay kaayu ko
pasabton ako jud paning kamoton
kay moabot man jud nang
panahon ang kanang math kay dili
man jud na siya mawala kay part
na man na sa atung kinabuhi kay
kung dili kama kahuman ug
skuwela kay kung mo apply
kagtrabaho kanang cashier so apil
man japun na math.
6/JRJ 64-66 Oh… mag tuon jud kog pagayo Studying Coping
kay pananglitan og maminyu thoroughly Mechanism
pananglitan mag patudlo akong
anak dili nya ka kabalo kay ang
math dili raba nag ma dali dali
kailangan jud na siyang tun an.
7/KC 20-21 Kanang kuan maminaw na jud Practicing; Coping
ko sa maestra unya kuanpud self-study Mechanism
kanang mag practice practice
pud kog solvesolve ba para kuan
bitaw kanang ma anad ko.
8/EG 36-39 Kanang mag tuon ko niya Utilizing the Coping
maminaw ko sa koangmaestra discussion; Mechanism
kung mag discuss siya para maka asking for
sabot gyud ko pag maayu niya assistance;
kong dili man gani ko makasabot brainstorming
mag patabang ko sa koang mga
classmates para makasabot ko
pag mayo gyud then akoa
 53

kuanon akoa mga classmate na

mag group study para dili ra
akoa ang makat on ug
pagmaayu.

9/APU 38-39 Kuan sako mga cousins gani kay Asking for Coping
mga bright man gud na sila sa assistance and Mechanism
math ara ko magpatudlo basta turorial
naa sila free time magpatudlo
ko.
10/ML 62-64 Pero basta naay discussion, ako Self-assessment; Coping
buhaton akong best para asking for Mechanism
masabtan nako ang topic. assistance;
Daghan kay kog malibgan maong self-motivation
kanang mangutana kos akong
kabalonga classmate. Dayon ako
67-70 sad nag balikon og tuon igka
gabii ana ang topic.

But akong man sade motivate

akong kaugalingon gud. Bisan
dili nalang para sa akong
kaugalingon, gusto sad baya ko
makahuman og skwela para sa
akong parents. Lisod nag math ray
maka kuan kanang babag ana. So
ako sad i push..uhmm motivate
akong self.
 54

Appendix G: Sample Transcript

Interviewer: Jed Vincent Abadia

Initials: Interviewee: ML Jed Vincent R. Abadia: JV

Interview begins [00:00:01]

1 JV: Hello, good afternoon, Ms. ML. Ako diay si Jed Vincent R. Abadia, I‟m from the

2 group 2 of section 4P Fortitude. We are conducting our research which is uhmm..entitled

3 “Lived Experiences of Students with Mathematics Anxiety.” You are selected as

4 uhmm..our.. one of our participants based sa among survey nga gi conduct and uhmm is

5 it okay to have you interviewed?

6 ML: Yes

7 JV: Thank you, miss. So..uhmm.. before anything else, I‟d like to kanang tell you nga

8 you‟re free to choose your desired uhmm language in answering the questions, ha?

9 ML: Okay sige hehe

10 JV: So, miss kumusta man ka? How are you feeling today?

11 ML: Okay raman, medyo kapoy gamay tungods school works hahaha.

12 JV: Atleast okay raka, that‟s good to hear. So miss, I‟ll let you see the guide para maka

13 prepare ka for the actual interview ha? Just uhmm..tell me when you‟re ready na.

14 ML: Sige

15 ML: Okay na.

 55

16 JV: Okay na? Shall we start now?

17 ML: Yes

18 JV: Okay po. So miss, are you math anxious? Or kung atong bisay on, naa ka sa point

19 nga hadlok kag math?

20 ML: To be honest, oo.

21 JV: So that leads to my second questions, miss. Uhmm..pwede nako kanang uhmm..

22 mahibaw an ang the.. ang imong experience with it? Like I mean, unsa imong bation

23 kung mo uhmm..like for example, you‟re given math problems. Uhmm..being math

24 anxious, unsa imong bation?

25 ML: Kanang ahmm..mura kog mag panic or mataranta ay. Labi na kung lisod na kaayo

26 ang mga topics.

27 JV: Mataranta ka? Hmm mao ra na imong experience that shows your anxiety sa math so

28 far?

29 ML: Kanang mao na mostly, pero naay usahay sad nga maabot na jud sa point nga

30 mangurog akong tuhod. Mahadlok ko tawagon gud sa akong teacher gud. Kasagaran sa

31 akong kanang mga naagian nga kanang math teacher kay maldita ba.

32 JV: Nganong mahadlok man ka?

33 ML: Kay kana laging maldita ba. Dayon kanang tawagon ta what if dili ta maka answer.

34 JV: Nakasuway na ka matawag?

 56

35 ML: Oo, wala ko naka answer.

36 JV: Nya unsa may nahitabo?

37 ML: Iya kong nakasab an

38 JV: Ay hala, ayaw kabalaka nakasuway nasad ko ana. Though kanang dili lang tos math

39 noon. Anyway, going to my uhmm..next question. Unsa may rason nganong naa kay

40 anxiety sa math?

41 ML: Isa sa rason is kanang katong gitawag ko „nya wala ko katubag. Tungod ato, mura

42 kog gipauwawan pinaagisa joke. Kay kuno kanang simple ra daw to pero dili nako

43 makuha. Kataw anan siya paras uban pero para nako, murag kanang na low akong pag

44 tan aw sa akong kaugalingon. Kay kung kanang simple raman diay to, nganong di nako

45 makuha?

46 JV: So tungod ato na anxious kas math?

47 ML: Oo. Ug sa mga tests namo, gamay kog score. Napun an ana. So nakaingon ko sa

48 akong kaugalingon nga kanang bisag unsaon nako, di jud ni makaya nako math. Adto na

49 nag start nga everytime mag klase mis math, mangulba jud ko.

50 JV: Lisod jud siguro para nimo imong situation kay kanang the fact nga even karon nga

51 grade, naa raba japoy math diba?

52 ML: Lisod jud siya. Dili siya lalim. Kanang everytime hapit na ang klase sa math

53 pangunahan dayon kos akong negative nga huna huna ug pangulba.

 57

54 JV: I can see nga dili jud masayon sayon na imong uhmm..situation uy. And I also

55 understand kay tungod sa reason nimo.

56 ML: Para nako uhmm..lisod man gud makalimtan to nga experience labi nag maka kita

57 kog math problems ay. Mubalik to sa akong huna huna ang katong uhmm..question nga

58 wa nako natubag ug ang teacher.

59 JV: I understand. Ing ana sad siguro akong ma feel If I was in your uhmm..situation. My

60 next question miss is kanang... gi unsa man nimo pag deal imong situation ron? Like do

61 you have ways para ma overcome, or at least ma lessen, imong anxiety sa math?

62 ML: Uhmm..dili jud siya dali pero basta naay discussion, ako buhaton akong best para

63 masabtan nako ang topic. Daghan kay kog malibgan maong kanang mangutana kos

64 akong kabalo nga classmate. Dayon ako sad nag balikon og tuon igka gabii ana ang topic.

65 JV: Maayo nuon kay imo jung buhaton imong best to catch up. Unlike others nga dali ra

66 kaayo kanang mo give up bitaw?

67 ML: Yes, bisan dili sayon nga halos mabuak na akong ulo sa kalisod but akong man sad i

68 motivate akong kaugalingon gud. Bisan dili nalang para sa akong kaugalingon, gusto sad

69 baya ko makahuman og skwela para sa akong parents. Lisod nag math ray maka kuan

70 kanang babag ana. So ako sad i push..uhmm motivate akong self.

71 JV: Wow that‟s the spirit of a real student. Bilib sad ko nimo miss, believe kos imong

72 hardwork as well as your perseverance.

73 ML: Lah hahahaha thanks JV: So, now. Do you see at least gamay nga improvement?
 58

74 ML: uhmm..lisod i deny nga naa japon ang pangulba, pero padayon raman japon ko sa

75 akong mga uhmm buhaton para makasabot. Dili ko uhmm..gusto nga math ray maka pa

76 hagbong nako.

77 JV: Yes, ayaw pasagdii nga hasta ang imong pag eskwela kay apektuhan sa math, diba?

78 ML: True

79 JV: Payt lang. And I hope nga one day dili naka angay mangulba ug mahadlok sa math.

80 Just continue what you‟re doing now and never jud give up, ha?

81 ML: Never jud hahahahaha

82 JV: Okay, thank you, miss M. It was uhmm..a pleasure having you interviewed. Salamat

83 kaayo sa pagsugot ug pagpa interview. Have a nice day

 59

Curriculum Vitae

Estilla Marie L.Aguisando

333-9C-1 Victor Village Tres de Abril, Labangon Cebu City 6000
estillaaguisando@gmail.com
Mobile: 09979549792

PERSONAL BACKGROUND
Date of Birth: February 18, 2003
Place of Birth: Bilwang, Isabel, Leyte
Religion:Roman Catholic
Father‟s Name: Arlien F. Aguisando
Occupation: Smelter (PASAR employee)
Mother‟s Name: Lorlyn L. Aguisando
Occupation: Public Servant (Brgy. Councilor)

SKILLS
 Cooking

EDUCATIONAL BACKGROUND
Senior High School
University of Cebu-Main SHS
June 2019-present
J. Alcantara Street, Cebu City, Philippines

Junior High School

Matlang National High School
Graduated April 2019
Matlang, Isabel, Leyte, Philippines

Elementary
Bilwang Elementary School
Graduated April 2015
Bilwang, Isabel, Leyte, Philippines
 60

Jed Vincent R. Abadia

Upper Lucimba, Pardo, Cebu City, Philippines 6000
jedvincentabadia@gmail.com
Mobile: 09495037485

PERSONAL BACKGROUND
Date of Birth: August 30, 2002
Place of Birth: Cebu City, Philippines
Religion: Roman Catholic
Father‟s Name: Manolito B. Abadia
Occupation: Bank Manager
Mother‟s Name: Julieta R. Abadia
Occupation: Housewife

SKILLS
 Dancing
 Orating
 Acting
 Singing

EDUCATIONAL BACKGROUND
Senior High School
University of Cebu-Main SHS
June 2019-present
J. Alcantara Street, Cebu City, Philippines

Junior High School

Pardo National High School
Graduated March 2019
Gabuya St., Cebu City, Philippines

Elementary
Pardo Extension Elementary School
Graduated March 2015
Gabuya St., Cebu City, Philippines
 61

Riza Mae P. Bejona

Quiot, Pardo, Cebu City, Philippines 6000
bejonarizamae@gmail.cm
Mobile: 09569078153

PERSONAL BACKGROUND
Date of Birth: November 04, 2002
Place of Birth: Poblacion, Badian, Cebu
Religion: Roman Catholic
Father‟s Name: Floro E. Bejona
Occupation: Vendor
Mother‟s Name: Anastacia P. Bejona
Occupation: Housewife

SKILLS
 Drawing

EDUCATIONAL BACKGROUND
Senior High School
University of Cebu-Main SHS
June 2019-present
J. Alcantara Street, Cebu City, Philippines

Junior High School

Badian National High School
Graduated March 2019
Poblacion, Badian, Cebu, Philippines

Elementary
Badian Central School
Graduated March 2015
Poblacion, Badian, Cebu, Philippines
 62

Mary Kaye D. Benito

Locsin St. San Carlos City, Philippines 6000
b_marykaye07@yahoo.com
Mobile: 09056314232

PERSONAL BACKGROUND
Date of Birth: May 27, 2002
Place of Birth: City Hospital, Philippines
Religion: Roman Catholic
Father‟s Name: Mario. Benito
Occupation: Sgt., Philippine Army
Mother‟s Name:Mary Jane Benito
Occupation:Housewife

SKILLS
 Dancing
 Modeling
 Acting

EDUCATIONAL BACKGROUND
Senior High School
University of Cebu-Main SHS
June 2019-present
J. Alcantara Street, Cebu City, Philippines

Junior High School

Julio Ledesma National High School
Graduated March 2019
J. Ledesma Avenue, San Carlos City, Philippines

Elementary
School of the Future
Graduated March 2015
Locsin Street, San Carlos City, Philippines
 63

RizanesSheS.Cabanes
Tanke, Talisay, Cebu City, Philippines 6000
rizanes22@gmail.com
Mobile:09239114616

PERSONAL BACKGROUND
Date of Birth: September 22, 2001

Place of Birth:Cebu City, Philippines

Religion: Roman Catholic
Father‟s Name: Rizalde Cabanes
Occupation: None
Mother‟s Name: Aireen Martinez
Occupation: Medical Secretary

SKILLS
 Singing
 Dancing

EDUCATIONALBACKGROUND
SeniorHighSchool
UniversityofCebu-MainSeniorHighSchoolDepartment
June2019-Present
J.AlcantaraSt.,CebuCity,Philippines

Junior High School

CansojongNationalHighSchool
GraduatedMarch2019
Cansojong,Talisay,Cebu,Philippines

Elementary
SanRoqueElementarySchool
GraduatedMarch2015
Talisay,Cebu,Philippines
 64

Rodel M. Dagohoy Jr.

McArthur Blvd, Cebu City, Philippines 6000
RoderickDagz@gmail.com
Mobile: 09239251204

PERSONAL BACKGROUND
Date of Birth: June 20, 2003
Place of Birth: Silay City, Negros Occidental, Philippines
Religion:Roman Catholic
Father‟s Name: Rodel M. Dagohoy Sr.
Occupation: C.I.A port worker
Mother‟s Name: Lanie Dagohoy
Occupation: Brgy. Assistant

SKILLS
 Singing
 Drawing

EDUCATIONAL BACKGROUND
Senior High School
University of Cebu-Main SHS
June 2019-present
J. Alcantara Street, Cebu City, Philippines

Junior High School

Tejero National High School
Graduated March 2019
MJ Cuenco St., Cebu City, Philippines

Elementary
Tejero Elementary School
Graduated March 2015
MJ Cuenco St., Cebu City, Philippines
 65

Reyna Marie V. Dapat

Sambag 1, Cebu City, Philippines 6000
reynadapat02@gmail.com
Mobile: 09350055391

PERSONAL BACKGROUND
Date of Birth: October 02, 2002
Place of Birth: Bagay, Daanbantayan, Cebu
Religion: Roman Catholic
Father‟s Name: Renante Dapat
Occupation: Teacher
Mother‟s Name: Veronica Dapat
Occupation: Housewife

SKILLS
 Cooking

EDUCATIONAL BACKGROUND
Senior High School
University of Cebu-Main SHS
June 2019-present
J. Alcantara Street

Junior High School

Sir Knight Luis P. Cañete Sr. National High School
Graduated April 2019
Bagay, Daanbantayan, Cebu, Philippines

Elementary
Bagay Elementary School
Graduated March 2015
Bagay, Daanbantayan, Cebu, Philippines
 66

Dennese Anne C. Datan

Don Gervacio Quijada St., Guadalupe, CebuCity, Philippines 6000
Dennesedatan84@gmail.com
Mobile:09208902151

PERSONALBACKGROUND
DateofBirth:February04,2003
Placeof Birth: CebuCity,Philippines
Religion: RomanCatholic
Father‟sName: DennisC.Datan
Occupation:Salesmanager
Mother‟s Name: LilibethC.Datan
Occupation: Housewife

SKILLS
 Dancing
 Singing

EDUCATIONALBACKGROUND
SeniorHighSchool
UniversityofCebu-MainSHS
June2019-present
J.AlcantaraStreet,CebuCity,Philippines

JuniorHighSchool
AbellanaNationSchool
Graduated April2019
OsmeñaBlvd, CebuCity,Philippines

Elementary
GuadalupeElementarySchool
GraduatedMarch2015
Guadalupe, Cebu City, Philippines
 67

Unaizah Marie Magdalera

Mabolo, Panagdait Cebu City, Philippines 6000
magdaleraunaizah@gmail.com
Mobile: 09280763201

PERSONAL BACKGROUND
Date of Birth: June 15, 2002
Place of Birth:Talisay, Cebu City
Religion: Roman Catholic
Father‟s Name: Micheal Escanillan
Occupation: None
Mother‟s Name:Joannaly Magdalera
Occupation: Call Center

SKILLS
 Badminton

EDUCATIONAL BACKGROUND
Senior High School
University of Cebu-Main SHS
June 2019-present
J. Alcantara Street, Cebu City, Philippines

Junior High School

Bantayan Southern Institute
Graduated March 2019
Binaobao, Bantayan, Cebu, Philippines

Elementary
Bantayan Central Elementary School
Graduated March 2015
Ticad, Bantayan, Cebu, Philippines
68