STUDENTS COPING STRATEGIES ON MATHEMATICAL ANXIETY

UNRAVELING THE STRUGGLES AND COPING STRATEGIES OF STUDENTS

WITH MATHEMATICAL ANXIETY: A QUALITATIVE STUDY

A Thesis Presented to the

Senior High School Department

In Partial Fulfillment of the Requirements for the Subject

Practical Research 1

Alvite, Karl Cyrus B.

Amba, Iam Fiel C.
Dela Cruz, Mica Xzandrielle S.
De Vera, Kelvin C.
Dimalanta, Sophia S.
Flores, Rica Mae S.
Pineda, Natalie Rose T.
Viray, Brince M.

June 2023
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STUDENTS COPING STRATEGIES ON MATHEMATICAL ANXIETY
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STUDENTS COPING STRATEGIES ON MATHEMATICAL ANXIETY

Unraveling the Struggles and Coping Strategies of STEM Students with Mathematical

Anxiety: A Qualitative Study

THE PROBLEM AND ITS BACKGROUND

Introduction

One could agree that mathematics is an important competent in STEM education since

most of the enrolled subject under the said track require students to have impressive

understanding in mathematics subjects. It is a fundamental subject that has a big impact on

the willingness of young people to set goals in pursuing math-related academic and

professional careers in Science, Technology, Engineering, and Mathematics fields.

Additionally, learning mathematics has a great factor in everyday life and widely help the

society to improve. Moreover, solving easy to difficult mathematical problems with low

confidence can cause mathematical anxiety to some students. Anxiety is an emotion

characterized by feelings of overthink, tension, and panic. Conclude that every student with

mathematical anxiety has different experiences and coping mechanism to overcome the

anxiety in order for them to reach their maximum potential in the field of mathematics.

The fundamental techniques of counting, measuring, and describing the shapes of

objects have led to the development of mathematics as the science of logic, amount,

structure, order, and arrangement. It involves problem-solving and making predictions about

the natural world through logical reasoning and critical thinking (Choudhary, 2020).

Mathematics has numerous branches, ranging from easy topics like performing simple

numerical operations like addition, subtraction and division to difficult topics of advanced

level statistics. However, some of the most common ones include algebra, analysis, calculus,
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STUDENTS COPING STRATEGIES ON MATHEMATICAL ANXIETY

geometry, discrete math, order theory, statistics, probability, and trigonometry (Bialowas,
M. & Thomas, K., 2022).

On the other hand, according to Williams (2022), anxiety is an extreme sense of unease,

worry, and fear. It is a frequent emotion when confronted with a difficult circumstance.

Although it is a common and normal feeling, anxiety can also result in physical side effects

as shaking and perspiring (Bethany J., 2023). Phobias, generalized anxiety, panic disorder,

social anxiety disorder, obsessive compulsive disorder, post-traumatic stress disorder, and

separation anxiety disorder are some of the numerous types of anxiety (Choc News, 2019).

According to Mary West (2022), the term "math anxiety" describes worry or fear about

the ability to perform in mathematics. It is a method of characterizing anxiety that happens

in a particular situation rather than a specific medical condition. A person with math anxiety

may feel mental disorganization at the thought of working with numbers, that is why

researchers concluded that due to anxiety's effect on working memory it is harder for them

to think. Working memory is a part of the brain that hold numerous pieces of information in

their minds at once. When the anxiety acts up on someone's working memory, a person mind

will 'go blank' as they have issue forgetting several information needed during the

application of mathematics. Countless students perceived mathematics as a commonly

difficult subject in secondary school, learning content of math becomes more abstract and

less concrete (Fritz et al., 2019).

Moreover, there are different reason why some individuals develop math anxiety:

inherited characteristics, lack of creativity, low self-confidence, influence of the community,

learning disorder, and parental pressure (Vidushi Gupta, 2021).

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STUDENTS COPING STRATEGIES ON MATHEMATICAL ANXIETY

As stated by Stoehr (2019), mathematical anxiety can begin with elementary aged

students and if the student is not corrected and addressed too soon, it can be a barrier in their

future success. Many advocates and many institution-leaders for STEM often fail to notice

that the one major reason so few people go into STEM fields is because of their lack of

confidence in doing mathematics, numerous young individuals in this generation have math

anxiety which keeps them from pursuing STEM areas as careers. Moreover, even though

some students lack mathematical skills they still choose STEM strand because it is related

to their future course.

However, many students who have math anxiety learn coping mechanisms to help them

forget or lessen their fear. Coping mechanism are the strategies students use to become better

at managing stress and anxiety. It is important for students’ because it stands as a support

system that can help them to develop resilience and self-confidence (Cudy, 2023). An

example of healthy coping mechanisms includes: establishing and maintaining boundaries,

practicing relaxation strategies such as deep breathing, meditation, and mindfulness, making

to-do lists and setting goals (Morin, 2023).

To sum up, mathematical anxiety is a feeling of discomfort and disturbance that

interferes with the manipulation of numbers and solving of mathematical equation or

problems in wide variety of ordinary life and academic situations. This is one of the factors

that can affect the skills and performance of a student towards mathematics and their

perspective in choosing future career path. The students who are experiencing math anxiety

has different coping mechanism to overcome or reduce the effect of the anxiety.

The researchers in this study are interested in Grade 12 Senor High School of Mary the
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STUDENTS COPING STRATEGIES ON MATHEMATICAL ANXIETY

Queen College of Pampanga Inc. of STEM strand only; they are ideal participants in this

study because the grade 12 students have more experience in taking mathematics subjects

from grade 11 to their current year.

The researchers will conduct this study to understand the experiences of STEM students

dealing with mathematical anxiety and their coping strategies. By gaining insights into their

perspectives and strategies, researchers and educators can develop effective interventions

and support systems to help students overcome mathematical anxiety and improve their

mathematical skills. This study aims to contribute to the existing knowledge on

mathematical anxiety and provide valuable information for educators and policymakers in

designing interventions that promote positive mathematical experiences and to make

students choose their future course without worrying anything like math anxiety.

Statement of the Problem

The general aim of this qualitative study is to unravel the struggles and coping strategies

of Grade 12 STEM students dealing with mathematical anxiety at Mary the Queen College

of Pampanga Inc. this academic year 2022-2023. Specifically, this study seeks to answer the

following question:

1. What are the struggles of Grade 12 STEM students dealing with mathematical

anxiety?

2. What are the effect of mathematical anxiety to students’ academic performance in

math?
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STUDENTS COPING STRATEGIES ON MATHEMATICAL ANXIETY

3. What are the coping strategies of students to overcome the mathematical anxiety?

Theoretical Framework

This research study borrows the assumption of two (2) established theoretical works –

Processing Efficiency Theory and Coping Theory. Processing Efficiency theory (PET) was

coined by Eysenck and Calvo in 1992 and targets the relationship between anxiety and

performance in cognitive tasks. On one end, Coping Theory, pioneered by Lazarus and

Folkman in 1984, is the continuous and dynamic cognitive and behavioral attempts to cope

with specific external and internal pressures that were seen as challenging or surpassing an

individual's available mental and physical capacities.

PET suggests that mathematics anxiety can impair cognitive processing such as

answering numerical problems and statistical solving. Individuals with mathematics anxiety

may have difficulty paying attention to and processing mathematical information. This can

lead to repetitive mistakes and mediocre performance. However, the impact of anxiety on

performance quality may not always be negative if it prompts the acts of compensatory

tactics, such as pushing for greater efforts or heightened utilization of cognitive resources to

achieve better results (Eysenck et al., 2007). Subsequently, coping theory insinuates that

mathematics anxiety also begins from ineffective coping strategies. Individuals with

mathematics anxiety may avoid mathematics, procrastinate on problem-solving tasks, or

give up easily when faced with a mathematical challenge. Reversibly, when these triggers

are faced head-on and managed properly, the coping mechanism can be positive and

beneficial as indicated by an increase in mental wellbeing.

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To investigate the lived experiences of senior high school students, these theories would

complementarily shed light on the difference in narratives of the students in terms of the

difficulties they faced and the coping strategies that they practiced while enrolled in

mathematics and related subjects. The first theory will help the study explains if students

who succumb to worry, nervousness, pressure, and such, are experiencing a decline in

working memory or if their mental resource affects their compliance to a mathematics task.

The second theory, on the other hand, will anchor this research to effectively and impartially

contextualized the direct experiences of students in terms of common coping practices

observed among learners. Collectively, these concepts will serve as the backbone of the

research as it thematically codes the narratives of the student participants.

Significance of the Study

The findings of this study are intended to benefit the following:

Students. This study will be beneficial and significant to STEM students of Mary the

Queen College for it will provide various information which will help them to deepen their

understanding concerning mathematical anxiety. Thus, the data gathered here in this study

will also assist them to evaluate and assess their different knowledge and intentions. Lastly,

through the conclusion of this study, students can find out if they will become more

knowledgeable in how to deal in mathematics anxiety.

Teachers. The findings of this study will assist teachers in finding efficient and

effective strategies to instruct their students, particularly those who are struggling with

mathematical anxiety. Additionally, with the aid of the study's recommendations, teachers
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STUDENTS COPING STRATEGIES ON MATHEMATICAL ANXIETY

can broaden their knowledge and abilities to use other teaching strategies that will help them

increase their students' mathematical proficiency.

Parents. The most significant person in a student's life is their parents. As a result, this

research will raise their parents' understanding and provide them with diverse information

regarding their children's mathematical anxiety. Furthermore, with the help of this study,

they may motivate their children to improve their mathematical skills. Parents must engage

with their children in the same way as teacher do in order to assist them.

Future Researchers. The findings of this qualitative study can provide future

researchers with background information, references, and a point of view on this matter.

Furthermore, the data and concepts offered in this study can be utilized as a reference to help

other researchers complete future investigations, particularly on a topic linked to

mathematical anxiety.

Scope and Delimitation

The general intent of this study is to unravel the personal experience of STEM student

by utilizing phenomenology to explore and understand these individuals’ lived experience.

The study will cover the determination of how STEM students cope with their mathematical

anxiety. The study will solely rely on the subjective perspectives and experiences of the

STEM students. Other stakeholders, such as instructors or parents, will not be included in

the research.

Moreover, the primary subjects of this research study will consist of the Grade 12

student enrolled in academic year 2022-2023. The participants will be limited to ten (10)
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STUDENTS COPING STRATEGIES ON MATHEMATICAL ANXIETY

Grade 12 STEM students only. The participants will purposely selected by referring to their

recorded grades in math related subjects. Considering the focus of the researcher’s will

employ qualitative methods, specifically interviews to gather in-depth information about the

struggles and coping strategies of students with mathematical anxiety.

Definition of Terms

The following terminology are defined to have a better understanding of the frame of

reference; hence, the conceptual and operational definitions were given.

Anxiety. It is a common sensation that may be an acceptable response to a variety of

situations. Anxiety are psychological disorders that are distressing and impairing (Silverman

& Schalkwyk, 2019). In this study, anxiety is a feeling of unease, panic, or fear, it is a normal

response from the brain because of the certain difficult situation that can cause to feel restless

and rapid heartbeat.

Coping. An action people engage in to reduce the physical, psychological, or social

harm of an event or situation. It is a response designed in order to change or decrease the

problematic nature of a situation or event (Carroll, 2020). In this study, coping is a support

system to overcome a certain situation. It is an action that use own resources to deal with

personal problem or struggles.

Coping strategies. The thoughts and behaviors used to manage the internal and

external demands of a stressful situation (Stephenson et al., 2020). In this study, coping

strategies are the different ways to lessen their stress over mathematical anxiety.
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STUDENTS COPING STRATEGIES ON MATHEMATICAL ANXIETY

Mathematics. A branch of science which deals with numbers, calculations, and mostly

focuses on the study of quantity, shapes, measurements etc. (Watson, 2021). In this study,

mathematics is a fundamental subject that links in the study of problem-solving equations,

measurements, geometry, algebra, etc. It is one of the hardest and important subject in STEM

strand.

Mathematical Anxiety. It is a fearful or uneasy anticipation brought on by

mathematical performance such as performance ability, manipulating the numbers, and

solving mathematical problems. It can be caused by time pressure, environmental factors, or

poor experience from the past (Khasawneh et al., 2021). In this study, mathematical anxiety

is the feeling of nervousness when dealing with numbers, computations, and problem-

solving.

Acronyms

To better understand the content of this study by the future researchers, the following

acronyms are spelled out:

MQCPI -Mary the Queen College of Pampanga Incorporated

PET -Processing Efficiency Theory

STEM -Science, Technology, Engineering, and Mathematics

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STUDENTS COPING STRATEGIES ON MATHEMATICAL ANXIETY

Method

This research will adhere to a set of students to be completed by the researchers. This

section will discuss the study’s research design, participants, instruments, procedures, data

analysis, and ethical considerations which are essential in a research undertaking.

Research Design

The study will employ qualitative research, specifically a descriptive phenomenological

approach to explore the lived experiences, such as struggles and coping mechanisms of

students as it relates to mathematical anxiety. A semi-structured and open-ended

questionnaire will be beneficial to the conduct of an in-depth interview with the participants.

The gathered data will be coded, analyzed, and interpreted using thematic codes to make

sense of the research outcome and holistically understand the experience.

Qualitative research is the most fitting design because it systematically and rigorously

collects, probes, and explains data but does not reduce it to numbers. The goal of qualitative

research is to understand the meaning of a phenomenon from the perspective of those who

are involved in it (Busetto, et al., 2020; Pyo et al., 2023). It likewise implies flexibility and

adaptability and encompasses diverse data collection techniques such as interviews,

observations, and document analysis. Rather than following a predetermined set of steps,

qualitative research allows researchers to analyze data inductively, searching for patterns

and themes that contribute to the comprehension of the phenomenon under study.

This research work borrows the specific lens of Zheng et al.’s (2023) study design

which utilized phenomenology as both a philosophy and a research method to describe the

essence of a lived experience. This study will also be guided by the key concept of
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STUDENTS COPING STRATEGIES ON MATHEMATICAL ANXIETY

phenomenological reduction or ‘bracketing’, developed by Husserl and adopted by many

scholars including Serhan (2022) and Al‐Sheikh Hassan (2023). The notion simply means

that the researchers need to remove all prior consciousness and personal bias to describe the

struggles and challenges of students purely and universally as it links to mathematics

anxiety.

Participants

The participants of this study will be the Senior High School Grade 12 STEM students

that are currently enrolled in the academic year 2022-2023 at Mary the Queen College of

Pampanga Incorporated. There will be a total of ten (10) students, in particular to those

students experiencing math anxiety. The researcher will respectively choose ten (10)

students after the researchers consider them eligible based on the following criteria: (a) they

are currently enrolled at Mary the Queen College of Pampanga Inc. (b) they are proven to

have experienced mathematical anxiety that can be verified on their math-related subject’s

academic achievement and grades; and (c) they willingly and voluntarily agree to take part

and share their experiences in this study. The selection of these participants will provide an

experiences with math anxiety, allowing the researchers to analyze and understand the

phenomenon more comprehensively. In short, the researchers will choose participants who

have a prior knowledge of the study being undertaken.

The researcher will use purposive sampling technique under non-probability sampling

in gathering the participants. Purposive Sampling that allows researcher to choose to those

people who can provide beneficial understanding of a particular phenomenon. By selecting

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STUDENTS COPING STRATEGIES ON MATHEMATICAL ANXIETY

participants who meet predetermined criteria, researchers can ensure that the sample is more

likely to possess the desired qualities or experiences necessary for this study. This sampling

technique allows for greater control and focus, as it enables researchers to gather detailed

data from participants who are most relevant to the research objectives. According to Frost

(2022), purposive sampling is a non-probability way of gathering a sample in which

researchers utilize their knowledge to select particular participants who will aid the study in

achieving its goals. These participants have specific qualities that the researchers must

consider when analyzing their study question. In other words, the participants are chosen by

the researchers "on purpose”.

Instruments

In this particular study, the researchers have opted to employ a one-on-one semi-

structured interview methodology as the primary instrument to gather information. The

interviews will involve a set of open-ended questions that will be validated and confirmed

by the instructor. The one-on-one interview with the participants will be held inside the Mary

the Queen College of Pampanga Inc. (MQCPI).

Additionally, according to Ahlin (2019), semi-structured interviews offer in-depth

information from a variety of perspectives that is rich and thorough. Moreover, semi-

structured interviews are helpful for comprehending various points of views. Professionals

will also double-check and analyze the questions used to make sure that the participants'

inquiries are both relevant and objective.

Furthermore, the one-on-one interview is valuable method for gathering in-depth

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STUDENTS COPING STRATEGIES ON MATHEMATICAL ANXIETY

information to provide detailed and comprehensive responses based on their personal

experiences, opinions, or knowledge. In addition, applying a semi structured interview will

help the researchers comprehend the phenomenon from the viewpoint of those who have

experienced it firsthand.

Procedures

To achieve the main goal of the study which is to unravel the struggles of students from

MQCPI with mathematical anxiety. The step by step process will be followed:

1. The researchers came up with a topic and title that was assessed, refined, and confirmed

by the research instructor.

2. The research design and approach that will be appropriate to use in the study was

determined. Thus, the research was decided to be phenomenological approach under

qualitative research.

3. The researchers will find standardized and systematized questionnaires corresponds to the

study’s statement of the problem.

4. The study’s questionnaires will be revised and finalized by following the research

instructor comments and suggestion.

5. Once finalizing the questionnaires the researchers will send a letter of permission to the

office of the principal to get the permission of the school to obtain the list of grade 12 STEM

students from which the participants will be selected.

6. The data of grade 12 STEM students from the school will be examined to gather the

participants using the purposive sampling, a non-probability sampling. The participants will
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STUDENTS COPING STRATEGIES ON MATHEMATICAL ANXIETY

be selected based on the aforementioned qualities. Hence, the selection criteria:

(a) the participants must be Grade 12 STEM student currently enrolled at Mary the Queen

College of Pampanga Inc.

(b) they are proven to have experienced mathematical anxiety that can be verified on their

math-related subject academic achievement and grade.

(c) they willingly and voluntarily agree to take part and share their experiences in this

study.

7. The selected participants will receive a permission letter from the researchers for their

approval to take part in the study. After getting their approval the researchers will ask for

the students most convenient time during their face to face class for the one-on-one interview

that will be held inside the school premises of Mary the Queen College of Pampanga Inc.

(MQCPI).

8. The questionnaires will be distributed to the participants who signed the permission letter

to be interviewed. Before starting the interview, the researchers will explain the purpose of

the study to the participants and make sure to mention about considering the research ethics.

9. After collecting all the data, the researchers will proceed to organize, analyze, and

interpret the data gathered to finalize the conclusion and recommendation of the study.

Data Analysis

To analyze the data gathered through interview questions the researchers will be

employing key point coding analysis or thematic analysis. This study will focus on themes

and interpreting patterns or meanings in data. According to Kiger & Varpio (2020), that
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STUDENTS COPING STRATEGIES ON MATHEMATICAL ANXIETY

thematic analysis is a popular approach of analyzing qualitative data. Additionally, it is an

accessible and valuable tool for qualitative researcher, so they want to empower researchers

of all levels of experience to undertake thematic analysis in a thorough and conscientious

manner.

As a result, researchers want to emphasize thematic analysis as a powerful and adaptable

qualitative analysis method. Furthermore, according to Tyler Dye (2021), qualitative data

analysis requires a full five-step process. The first process is the gathering of qualitative data,

which primarily comprises collecting semi-structured interviews to ensure the data's

comprehensiveness and relevance. In the second step, the obtained data is carefully sorted

and interconnected, providing a structured dataset that permits methodical analysis. The

third step, comprises coding the data by giving labels or codes that reflect developing

patterns and themes, providing a framework for further study. The data is subsequently

thoroughly analyzed to arrive at insights, studying the connections and correlations between

the allocated codes. Researchers can find valuable patterns, pinpoint important topics, and

develop a greater knowledge of the data during this analytical phase. Lastly, reporting on

your qualitative findings and telling the story. The codes have now been fully developed,

and the emphasis is on telling the story to the audience. Qualitative data analysis allows

researchers to make important discoveries, deduce important conclusions, and add to the

body of knowledge in their field of study by following this organized procedure.

Ethical Considerations

Research ethics and guidelines will be taken into consideration. Given this ethical
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STUDENTS COPING STRATEGIES ON MATHEMATICAL ANXIETY

aspect, and to avoid any foreseeable problems in the conduct of the study, the researchers

will ensure permission using a formal letter from the senior high school department principal

and advisers to allow them in conducting the study that includes the Science Technology

Engineering and Mathematics Strand only. The assent form given to all of the participants

contains the participants’ privileges, the information needed, potential danger and the reason

for the review. The researchers will explain to the participants that they have an option to

back out from the study whenever and that the data and information will be kept in private.

Interviews will be continued when the participants assent with the agreements and attached

their virtual signature on the assent forms.

Sample Question

1. What are the struggles of Grade 12 STEM students dealing with mathematical anxiety?

a.) Share some of your struggles from having mathematical anxiety?

b.) Can you share specific instances where mathematical anxiety become hindrance to

your ability to fully engage in classroom activities or participate in math discussion?

c.) How hard does it to manage mathematical anxiety? Why?

2. What are the effect of mathematical anxiety to students’ academic performance in math?

a.) What are the effect of mathematical anxiety to your academic performance in math?

b.) How does mathematical anxiety affect your academic performance in math-related

subjects?

3. What are the coping strategies of students suffering from mathematical anxiety to

overpower the anxiety?

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a.) Based on your struggles, how do you usually cope up or overcome these struggles?

b.) Can you share what coping strategies you find effective in managing your anxiety?

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