Chapter 1

THE PROBLEM AND ITS SETTING

Introduction

One of the challenges students faces today is understanding mathematics. Mathematics is

a subject that deals with numbers, measurements, amount, shapes, thinking, and arrangements.
Mathematical calculations are used to solve issues and determine solutions. Nowadays, young
people shy toward reciting due to fears and anxiety of tough subjects like mathematics-related
subjects, which are just as stressful as broad mathematics. They must master culturally particular
mathematical language, rules, and methods (math tools) in order to learn difficult subjects like
general mathematics. One must learn to recognize the mathematical parts of a problem situation
in order to employ these math tools in that situation effectively.

Mathematics anxiety has been described as experiencing feelings of panic and

helplessness when asked to solve a mathematical task or problem. According to this study, using
mathematics to solve problems, respond to inquiries, and recite in class can cause anxiety, fear,
and a host of other emotions. People who are timid, fearful, or anxious don't usually
comprehend. General mathematics presented with a variety of problems, such as when they
attempt to solve a problem, experience panic, fear, shyness, and other emotions. When they are
overcome by these emotions, student receive poor grades as a result of not reciting and
disappointing themselves (Tobias & Weissbro, 1980).

The study will help researchers understand the factors that affect students' anxiety while
learning general mathematics. Its influence on students is sharing knowledge, anxiety reduction,
and prevention in learning general maths, just like solving. This anxiety leads to them to feel
nervous and afraid when we respond to problems. Our researchers' impulse came from those who
struggle with comprehending mathematics and are apprehensive. This study focuses on the
factors that have a influence on students' anxiety when learning general mathematics at the
University of Perpetual Help System-Pangasinan. Many people today struggle with learning,
especially in mathematics because it is a challenging subject that many people are frequently
anxious about solving.

Theoretical framework

This study was supported by the Social Cognitive Theory Estonanto, (2017) the
importance of investigating anxiety in mathematics education is that teachers, students, and the
educational system at large stand to gain a great deal from understanding and addressing anxiety
in mathematics education. A large amount of research indicates that students' academic
performance in mathematics may be affected by high levels of anxiety. It might make it more
difficult for them to focus, figure out mathematical problems, and perform well on tests. Anxiety
can reduce students' self-efficacy beliefs by reducing their confidence in their mathematical
abilities. This could prevent them from pursuing mathematical education or careers. The anxiety
associated with mathematics education can have long-lasting consequences, which could affect
future opportunities and career decisions

It is essential to understand that students' experiences of mathematics anxiety may change

depending on a number of factors, including age, gender, socioeconomic background, and prior
mathematical experiences. As a result, addressing this issue at an early stage is crucial.
Examining these technicalities can result in customized interventions. Effective instructional
techniques can be developed with a better understanding of the causes and manifestations of
math anxiety. Teachers can modify their approach to teaching in order to reduce anxiety and
encourage a more favorable learning environment. The effects of math anxiety extend beyond
the classroom and have an impact on students' general emotional and cognitive health. Taking
care of their anxiety can improve their general quality of life and mental health.

Operational framework

This study was supported by social cognitive theory by Estanto (2017), which explains what
the important of investigating anxiety in mathematics education and it is explained the large
amount of research indicates that students academic performance in mathematics that may be
affected by high level of anxiety

Input Process Output

Shows the operational model showing the input, output and process. First, the input which is the
age, sex, section, strand economic, states and time will spent studying General Mathematics.
Second, is the output which is determine the Factors Affecting the Nervousness when taking the
General Mathematics subject of grade 11 Students at P erpetual help college pangasinan-system

Statement of the problem

This study aims to determine the factors affecting the nervousness when taking the
general subject of the grade 11 students at University of Perpetual Help System-Pangasinan.
Specifically, the researchers will answer the following:

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

1.1. Age;

1.2. Sex;

1.3. Strand;

1.4. Economic status;,

1.5 Time spent studying general mathematics

• Factors affecting nervousness in terms of student’s;

• Willingness;

• Memory capacity;

• Analyzation;

• Preparation;

• Confidence.

• General mathematics affect students in term:

3.1 Mental health;

3.2 Psychological ;
3.3 Emotional health.

Hypothesis of the Study

To answer the main problem, the researchers formulated the following hypothesis:

There are factors affecting the nervousness when taking the General-Mathematics subject of
Grade 11 students.

Assumption of the Study

1. Factors of nervousness affecting students' concentration and math achievement in class.

2. Respondents experience self-doubt and negative self-perception, which increases their

nervousness.

3. Despite having strong math skills, Grade 11 students sometimes struggle with self-confidence
and are concerned about their health.

Scope and Delimitation

This study will mainly focus on Factors affecting the nervousness when taking the
general mathematics subject of Grade 11 students at University of Perpetual Help System-
Pangasinan. The profile of the respondents will cover the age, sex, and the strand.

The target respondents of this study are the students enrolled under the strand of: Science,
Technology, Engineering, and Mathematics (STEM), Accountancy Business Management
(ABM), Humanities and Social Science (HUMSS), Information and Technical- Vocational-
livelihood (TVL) in University of Perpetual Help System-Pangasinan for the School Year 2023-
2024.

Significance of the Study

This study aims to understand the factors that contribute to nervousness among
Grade 11 students when taking the general mathematics subject.

Students of Grade 11 students at the University of Perpetual Help System-Pangasinan

will benefit by gaining insights into why they feel nervous about general mathematics. This
knowledge can lead to strategies to reduce their nervousness, making their learning experience
more enjoyable and improving their academic performance.

Teachers can use the findings to adapt their teaching methods, making mathematics more
accessible and less intimidating for their students. This can enhance the overall quality of
teaching.

Department of education (Dep ed) can use the research results to implement changes in
the curriculum or support programs to address the factors causing student nervousness. This can
contribute to higher retention rates and improved student outcomes.

Parents can help better support their children in managing and overcoming their
nervousness. This can lead to improved academic performance and overall well-being.

Researchers of this study shall help provide us with useful knowledge that will help
guide us in utilizing ways to improve our school performance by developing our academic
excellence and awareness, helping us grow as students with goals to reach our fullest potential
and broadening our opportunities in life. It will also provide us with a more positive view in our
class environment and as well as in our studies.

Future researchers, this study would provide benefactor information that shall give them
a thorough guide and reference if they decide to use this inquiry for research purposes.

Definitions of terms:

Factors -These are the elements or variables that influence or contribute to a particular
outcome or situation. In this context, factors refer to the various aspects or variables that impact
the level of nervousness experienced by Grade 11 students when studying general mathematics.

Nervousness - is a state of anxiousness or unease, often accompanied by physical

symptoms like sweating or a racing heart. In the context of the title, it relates to the emotional
and physiological response of Grade 11 students when studying the general mathematics subject.

General Mathematics -This is a broad term referring to a foundational or basic level of

mathematical knowledge and skills. It typically includes topics such as arithmetic, algebra,
geometry, and basic statistics.

Grade 11 students -These are students in the 11th grade of their education, typically
aged around 15 to 17 years old, who are pursuing their high school education.

University of Perpetual Help System-Pangasinan -This is a specific educational

institution located in Pangasinan, Philippines, where Grade 11 students are studying general
mathematics.

Chapter 2

Review related Literature and Studies

In this chapter, related literature and related studies were presented to review its capacity
to support and formally understand the study. Furthermore, synthesis of reviewed related
literature, synthesis of reviewed related studies, as well as the gaps to be bridged were also
provided for further discussions.

State of art

To give an in-depth background on the problem, the researchers presented both local and
foreign literature and studies. The new information that this study will offer may later be used to
establish and improve the concepts, conclusions, hypotheses, and the line of thinking from
academic researchers and papers that have been presented.

Review of related literature

Foreign Literature

According to Tolibao and Moneva (2021), students with high levels of mathematics
anxiety perform in a “bad state”. Their study found a moderate negative correlation between
mathematics anxiety and performance. Luttenberger et al., 2018) Math anxiety has many adverse
psychological effects, inducing feelings of dread, panic, helplessness, and mental
disorganization. Those who experience math anxiety also face physiological symptoms including
increased heart rate, clamminess, nausea..

In this study, he found out that students who had viewed mathematics negatively began to
appreciate it and feel more confident about their abilities for they are using mathematics skills
during science experiments to calculate results and complete tables and graphs. This confidence
turns them to be more successful in mathematics-related tasks.Even students who have neutral
view about mathematics began to dig deeper and appreciate of it as a learning practices that is
implemented during the year. In contrast, students with poor self-esteem and lower levels of
motivation to study mathematics could also be more anxious about their performance (Alzahrani
& Stojanovski, 2017).

As pupils’ degree of arithmetic anxiety declines, their mathematical proficiency rises. Several
studies revealed that mathematics anxiety impacts to the learner tremendously especially his
scholastic performance, mastery of learning competencies and skills, and even the career choice (
Estonanto, 2017).j jhjuujhh According to Dagaylo-An and Tancinco (2016), students who
struggle with math anxiety have negative side effects such as stress, nervousness, and rejection,
and their performance is severely hampered. It was added that students who struggle with math
anxiety lack confidence in their aptitude for the subject and take the bare minimum of
mathematics courses, which severely restricts their prospects for a profession.

Local Literature

. Mathematics is regarded as the most important subject in schools globally. However, many
students in the Philippines struggle with it due to the various obstacles that prevent them from
fully engaging in it (Program for International Student Assessment, 2019).llzahrani and
Stojanovski (2017) also said that students have differing social factors, cognitive functioning and
academic abilities, all of which can be associated with varying degrees of anxiety towards
mathematics. Combinations of these factors could also be attributable to differing levels of
associated anxiety when it comes to studying mathematics and related concepts.Social factors,
such as the level of support provided by parents and family, could be an additional or related
factor attributing to one's perception of mathematics and consequently also to associate anxiety
when it comes to studying mathematical concepts, particularly in households associated with low
socioeconomic status (SES).

On the study conducted by Deligero (2015), students who graduated from public schools have
significantly higher chance of being influenced by people in choosing the school and degree
program compared to those graduated from private schools. Andamon (2015), stated that
mathematics is the second most difficult subject in both elementary and high school level. Thus,
Senator Angara, chairman of the Senate Committee on Education, Arts and Culture stressed the
insufficiency of competence and skills in mathematics, science and technology which are the
major causes of the country's poverty and distress.

According to Dinglasan & Patena (2013), relates to how students handle their studies and how
they cope with or complete the tasks assigned to them by their lecturers. The ability to study and
remember facts, as well as the ability to transmit acquired knowledge vocally or on paper, are
typically assessed through grades.

Review of related studies

Foreign Studies

Uludag (2022) said that the success of students is greatly affected by math anxiety, and
those who struggle with mathematics anxiety are less likely to succeed in careers in science,
technology, engineering, and other mathematics-related fields. Even six-year-old students
experience math anxiety. More so, Vargas (2021) believes that because mathematics is the basis
for science and technology, it is essential for success in today’s modern world and for
overcoming the obstacles of daily life. Rozgonjuk et al. (2020) advocated that mathematics
should be a required course of study at all pre-tertiary levels of education because a large number
of fields rely on the application of mathematical thinking and because of its connection to all
sciences. Most colleges demand mathematics as a precondition for entrance since other tertiary-
level disciplines of study also require analytical skills, which have a strong correlation to the
knowledge of mathematics. Most post secondary schools in Ghana do not accept applicants who
fail mathematics because of the importance of the subject, regardless of how well they perform
in other disciplines.

According to Bedetti and Elisei (2019), Over 30% of secondary school students from
Organization for Economic Co-operation and Development (OECD) countries report
experiencing stress and anxiety while working on math problems and homework, and 59%
reportedly worry that they will struggle with the subject. This suggests that math anxiety is a
widespread problem that needs to be addressed among secondary school pupils. The majority of
this research comes from developed economies; thus, it might not apply to countries with limited
resources like Ghana. Many studies identified math anxiety as a cause for low performance in
mathematics as these students usually show strong disapproval, full avoidance, or enormous
detrimental nervousness when asked to perform calculations,and this may lower their interest
which will eventually affect their frequency in engaging in mathematics.

Poorghorban et al. (2018) believe that as mathematics is the foundation of technology and the
world is founded on technology, good mathematics achievement and education should be highly
valued.

Local Studies

The study of (Pagtulon-an and Tan ) in 2018 states that students perform poorly in mathematics
as reflected in their scores. Additionally, its findings are expected due to insufficient basic
foundation or they don't have a strong foundation of the concepts. The study of Braza and
Supapo (2014) claimed the shortcomings that can affect students' achievements in Mathematics:
lack of mastery of the basic concepts and skills, lack of problem solving and critical thinking
skills, diverse behavior of students and inappropriate teaching skills and approaches of teachers
in dealing the students in the class of mathematics. Tudy (2014) studied Filipino students, and
discovered that only attitudes towards mathematics manifested significant influence to academic
performance of the students. Students with a positive attitude towards the subject tend to perform
well.

For instance in the study of Gregory, Gregory & Eddy (2014), it was found out that those
who participated in Facebook group discussion are more engaged in Mathematics subject.
Despite applying different strategies and techniques, still the problem of low performance
emerges. One of the reasons why students performed poorly in Mathematics is their attitude
towards the subject Several studies proved that their attitude had strong relationship with their
academic performance (Parker et al., 2013).

Synthesis of Review Related Literature and Studies

As the researchers conduct their study, the relevant literature and studies have been
thoroughly compiled and suggested as support for the study’s conclusions.

Tolibao and Moneva (2021) and Estonato (2017) Indicates that mathematics anxiety causes
physiological reactions in us, including tension, fear, panic, and low self-esteem, and several
Luttenberg et al., (2018) and Dagaylo-An and Tancinco (2016) States that math anxiety has
negative consequences on our academic achievement.Alzahrani & Stojanovski (2017) In
accordance with this study, students who felt more confident were capable of to complete
activities using mathematics with greater effectiveness and started to value mathematics as a tool
for learning.

The Program for International Student Assessment (2019) has recognized the worldwide
significance of mathematics education, emphasizing the challenges encountered by Philippine
students as a result of multiple barriers preventing their participation. According to Ilzahrani and
Stojanovski (2017), students' varying degrees of mathematics anxiety are correlated with a
variety of social factors, cognitive functioning, and academic abilities. Deligero (2015) study
shows public school students are more influenced by people in choosing schools and degree
programs. Andamon's (2015) study highlights mathematics as the second most difficult subject,
contributing to poverty and distress in the Philippines.Dinglasan and Patena (2013) make a
valuable contribution to the synthesis by discussing how students manage their studies and
complete tasks, with a focus on how grades are used to evaluate these skills.

Uludag (2022) , Rozgonnuk et al(2020) and Bedetti and Elisie (2019) According to their
study findings, students' anxiety about math has an enormous effect on their performance; if you
fail to succeed in the math, you are unable to apply to universities and that could limit your
career options in Ghana. Additionally, mathematics anxiety can cause us to struggle, perform
poorly, and lose interest in the subject, all of which may eventually decrease the frequency
through when we take part in the mathematics that is necessary for postsecondary education.
Vargas (2021) Claims that success in mathematics is influenced upon The (2018) study by
Pagtulon-an and Tan indicates that students' poor performance in mathematics is attributed to
insufficient basic foundation or lack of strong concept foundation. The (2018)study by Pagtulon-
an and Tan indicates that students' poor performance in mathematics is attributed to insufficient
basic foundation or lack of strong concept foundation. Tudy's (2014) study on Filipino students
found that their academic performance significantly depends on their attitudes towards
mathematics, with students with a positive attitude performing better. Gregory Cregory & Eddy's
(2014)study revealed that Facebook group discussions increased engagement in Mathematics
subjects among participants. Parker et al., (2013) Studies show a strong relationship between
students' attitude towards Mathematics and their academic performance, indicating that poor
attitudes can contribute to poor academic outcomes.

Gaps to be Bridged by the Present Study

After a thorough review of related literature previously mentioned in the current chapter, it
is said that mathematics, often viewed as difficult, leading to math anxiety among students, has
been a subject of numerous studies for decades. However, some studies state that students who
had viewed mathematics negatively began to appreciate it and feel more confident about their
abilities because they were using mathematics skills during a science experiment. Also, one
study proved that their attitude towards the subject had a strong relationship with their academic
performance. To address these existing gaps, the researchers focused on the Grade 11 senior high
school students as respondents. This was done through quantitative surveys and an in-depth
study of the senior high school students to identify the factors that affect their nervousness when
taking the general mathematics subject.
 Chapter 3

RESEARCH METODOLOGY

This chapter presents the method of research to be utilized in this study, the participants, the
selection of participants, as well as the instrumentation and validation, data gathering procedures,
and treatment and analysis of data

Research design

This study applied descriptive research design which has three basic aims that may be
summarized up as descending, explaining, and validating study.

Source of Data

The primary source of data were the respondents who answered the survey questionnaire.
Secondary sources include news, articles, online journals, and other references that the
researchers utilized, consulted and cited in the review of related Literature.

Population of the study

The respondents of this study consist of 140 students of Grade 11. Science Technology
Engineering and Mathematics (STEM), Humanities and Social Science (HUMSS), Accountancy,
Business and Management (ABM), Technical-Vocational- Livelihoods (TVL) who's enrolled at
University of Perpetual Help System-Pangasinan-Jonelta during the the academic school year
2023-2024. The sample size was computed using the solving formula. The survey respondents
are equally divided into Science Technology Engineering and Mathematics (STEM), Humanities
and Social Science (HUMSS), Accountancy, Business and Management (ABM), Technical-
Vocational- Livelihoods (TVL), so the researchers divide the respondents depending on the
highest to lowest number of students in the strand to become respondents to this study, the
respondents will be selected using purposive sampling strategy. The population is going to come
from those students who have experienced nervousness when taking the General Mathematics
Subject.

Instrumentation and Validation

In this study, the researchers will use survey questionnaires that participants responded to
using survey questionnaires to collect data and information. The respondents may choose their
replies on a closed questionnaires that the researchers employ.

In gathering data, the researchers utilized a closed questionnaires in which the respondents
can select their answers to questions by placing a check mark. The questionnaire was divided
into four parts: Scale 1covered the profile of the respondents, Scale 2 covered the Factors
affecting nervousness when taking General Mathematics

Evaluation and Scoring

To determine the factors of nervousness when taking the General Mathematics Subject of
Grade 11 Science Technology Engineering and Mathematics (STEM), Humanities and Social
Science (HUMSS), Accountancy, Business and Management (ABM), Technical-Vocational-
Livelihoods (TVL) who's enrolled at University of Perpetual Help System-Pangasinan-Jonelta
during the the academic school year 2023-2024. The following numerical rating, numerical
range, categories response, verbal interpretation and verbal description is to be used to describe
the the factors of nervousness when taking the General Mathematics.

Numerical Numerical Categorical Verbal Verbal

Rating Range Response Interpretation description

5 4.21 - 5.00 Always

4 3.41 - 4.20 Often

3 2.61 - 3.40 Sometimes

2 1.81 - 2.60 Seldon

1 1.00 - 1.80 Never

Data Gathering Procedure

After the validation of the instrument, the researchers will ask for the approval from the
Office of Senior High School Principal to allow the researchers to conduct the study. A letter of
request for the study is written. First the researchers will collect the respondents of the study
through Pre-Questions. Afterwards, the researcher created questionnaires, which were going to
be validated by the subject's teacher before being distributed, The researchers will ask the subject
teachers for the class and survey the students room by room. The researcher will conduct the
research at the University of Perpetual Help System via google survey. The questionnaires are
going to be distributed to the respondents. The gathered data will be organized, tailed, and
subjected to statistical analysis.

Treatment and Analysis of Data

Once the survey questionnaire had been completed by the respondents, data were tabulated
and subjected to the following statistical tools

1. Frequency and percentage distribution we used to describe the respondents profile.

2. Frequency ranking and percentage we used to describe the Factors of Nervousness when
taking the General Mathematics Subject

Ethical Consideration

In conducting this research study, various ethical condiderations were all taken into
account especially in regards to informing and requesting permission from office of the Senior
High Principal of University of Perpetual Help System-Pangasinan. Firstly, the researchers bear
in mind to not cause any potential harm to the respondents. Before conducting the survey, the
researchers give the letter that was approved by the principal. Consent form is to be given to
those respondents to guarantee their confidentiality. Respondents must sign a consent form
outlining their right to voluntarily withdraw from the study at any time, its main goals, the
methods used to collect the data, comments about maintaining confidentiality, a list of known
risks associated with participation in the study.