Relationship of Mathematics Anxiety and Achievement of Grade 9 Students of Lucsuhin National High School S.Y 2018-2019

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
RELATIONSHIP OF MATHEMATICS ANXIETY AND

ACHIEVEMENT OF GRADE 9 STUDENTS OF
LUCSUHIN NATIONAL HIGH SCHOOL
S.Y 2018-2019
A Thesis Presented to the Faculty of College of Education

Polytechnic University of the Philippines
Maragondon Annex, Alfonso Campus
Alfonso Cavite
In Partial Fulfilment of the Requirements for the Subject

RHED 4063: Thesis Writing
by:
Dimapilis, Jewelyn D.
Fenol, Genelyn D.
Gonzales, Geraldine M.
Landicho, Maedy P.
Monteverde, Pio Dhave A.
Platero, Angelica G.
Redruco, Ronel P.
Romero, Mary Ann H.
Salanguit, Princess Natasha G.
March 2019
CERTICATION
This thesis RELATIONSHIP OF MATHEMATICS ANXIETY AND ACHIEVEMENT IN
MATHEMATICS OF GRADE 9 STUDENTS IN LUCSUHIN NATIONAL HIGH SCHOOL
S.Y. 2018-2019 prepared and submitted by Jewelyn V. Dimapilis, Genelyn D. Fenol,
Geraldine M. Gonzales, Maedy P. Landicho, Pio Dhave A. Monteverde, Angelica G.
Platero, Ronel P. Redruco, Mary Ann H. Romero, and Princess Natasha G. Salanguit in
partial fulfilment of the requirements for the subject RHED 4063: Thesis Writing has
been examined and is recommended for Oral Examination.
ASST. PROF. CHERRY E. ANGELES, MME

Adviser
APPROVAL
Approved by the panel on Oral Examination on November 9, 2018 with the grade
of ___.
ROSALIA P. PINLAC, MEM, LPT

Chair
AYREENLEE E. RESUS, MEM MINERVA C. PIEDAD, MEM, LPT

Member Member
Accepted in partial fulfillment for the requirements in RHED 4063: Thesis Writing
CHERRY E. ANGELES, MME

Date Head, Academic Programs
ii
CERTICATION

Adviser
APPROVAL
of ___.

Chair

Member Member

ii
CERTICATION

Adviser
APPROVAL
of ___.

Chair

Member Member

ii
ACKNOWLEDGMENTS
The researchers would like to express their greatest thanks to all the people who
had share their knowledge and gave encouragement and support to finish this study.
To their family, for their undying support morally and financially, as well as their
patience and encouragement that they had given to them;
To Mrs. Cherry E. Angeles, MME, their research adviser, who gave support from
the beginning up to the end of this study, for giving comments, suggestions, and
criticisms for the betterment of this study;
To Mrs. Rosalia P. Pinlac, Mrs. Ayreenlee E. Resus, and Mrs. Miner M.
Casanada, their panelists, for criticizing and giving suggestions for the improvement of
their study.
To Mr. Alejandro N. Eseque Jr., Mr. Andrew J. Siducon, and Mr. Leo A. Tibayan,
for validating their research instrument;
To Ms. Angelic P. Pastoral for helping them in statistical treatment of data;
To Mr. Jeffrey E. Chan for criticizing and revising their study.
Above all, to Almighty God for the knowledge and wisdom that He poured out to
the researchers and also for guiding them throughout this study.
Researchers
iii
CERTIFICATION OF ORIGINALITY
This is to certify that the researchers work presented in this thesis,
RELATIONSHIP OF MATHEMATICS ANXIETY AND ACHIEVEMENT IN
S.Y 2018-2019 for the subject RHED 4063: Thesis Writing at the Polytechnic University
of the Philippines-Alfonso Campus embodies the result of original and scholarly work
carried out by the undersigned. This thesis does not contain words or ideas taken from
published sources or written works that have been accepted as basis for the award of a
degree from any other higher education institution, except where proper referencing and
acknowledgement were made.
RESEARCHERS
JEWELYN V. DIMAPILIS GENELYN D. FENOL

Researchers Researchers
GERALDINE M. GONZALES MAEDY P. LANDICHO

PIO DHAVE A. MONTEVERDE ANGELICA G. PLATERO

RONEL P. REDRUCO MARY ANN H. ROMERO

PRINCESS NATASHA G. SALANGUIT

Researchers
Date signed
iv
ABSTRACT
Title : Relationship of Mathematics Anxiety and Achievement in

Mathematics of Grade 9 students in Lucsuhin National High
School S.Y. 2018-2019
Researchers : Dimapilis, Jewelyn D.

Fenol, Genelyn D.
Gonzales, Geraldine M.
Landicho, Maedy P.
Monteverde, Pio Dhave A.
Platero, Angelica G.
Redruco, Ronel P.
Romero, Mary Ann H.
Salanguit, Princess Natasha G.
Degree : Bachelor in Secondary Education Major in Mathematics
Institution : Polytechnic University of the Philippines

Maragondon Annex Alfonso Campus
Year : 2018-2019
Adviser : Cherry E. Angeles, MME
Mathematics anxiety impedes learning and success in mathematics and could be a
hindrance for both teachers and students.
Mathematics anxiety can be considered as the factor that can affect students
achievement in mathematics also, it is important how these influence the grades of the
students – that can be one of the reasons why the researchers conducted the study. The
purpose of this study was to determine the relationship of Mathematics Anxiety and
Achievement in Mathematics to tell whether if mathematics anxiety affects the
achievement of the students in Mathematics. In this study, researchers used the
v
Mathematics Attitude Scale by Fennema-Sherman (1974) and revised it according to the
needs of the study that measured respondents mathematics anxiety and afterwards
requested the data needed in the registar’s office which is the grades in Mathematics
during first grading period. The respondents were one hundred sixty-two (162) grade 9
students from Lucsuhin National High School. The independent variable was
Mathematics Anxiety by which the achievement of Grade 9 students depends on. The
hypotheses of the study was based on the independent variable that predicted the
achievement in Mathematics of Grade 9 students. A survey was administered and the
responses given were used to determine Mathematics anxiety.
The formulas used were percentage, Slovin Formula and Pearson Product Moment
Correlation Coefficient or (r – test) to determine the relationship of the independent
variable to dependent variable. After the computation process it was found out that
mathematics anxiety has significant relationship with achievement in mathematics of
Grade 9 students with slight correlation to each other.
Based on on the findings of the study, the researchers recommend that the
teacher may contemplate and consider the individual differences of their students in
v
preparing the student activities. Other researchers may also conduct further studies
considering other factors affecting the mathematical achievements and the level of
anxiety that the students have.
vi
TABLE OF CONTENTS
Content Page
Title Page i
Certification and Approval Sheet ii
Acknowledgments iii
Certification of Originality iv
Abstract v
Table of Contents vii
List of Tables ix
List of Figures x
CHAPTER 1 – The Problem and Its Setting

Introduction 1
Theoretical Framework 3
Conceptual Framework 5
Statement of the Problem 5
Scope and Limitation of the Study 6
Significance of the Study 7
CHAPTER 2 – Review of Literature and Studies

Achievement in Mathematics 8
Mathematics Anxiety 10
Synthesis of the Review of Literature and Studies 13
CHAPTER 3 – Methodology
Method of Research 15
Description of the Respondents 17
Research Instrument 18
Data – Gathering Procedure 18
Statistical Treatment of Data 19
CHAPTER 4 – Results and Discussion

Achievement in Mathematics of the Grade 9 students 23
Mathematics Anxiety of the Respondents 24
Confidence in Learning Mathematics of the Respondents 25
Significant Relationship between Mathematics Anxiety and Achievement
in Mathematics of Grade 9 students 26
Significant Relationship between Confindence in Learning Mathematics
and Achievement in Mathematics of Grade 9 students 27
vii
CHAPTER 5 – Summary of Findings, Conclusions, and Recommendations

Summary of Findings 29
Conclusions 30
Recommendations 31
REFERENCES
Books 32
Thesis 32
Webliographies 32
APPENDICES
Appendix 1: Questionnaire 34
Appendix 2: Certificate of Validation 36
Appendix 3: Letter to the Principal 37
Appendix 4: Achievement in Mathematics of the Respondents 38
Appendix 5: Pearson r Computation 40
Curriculum Vitae 48
viii
LIST OF TABLES
Number Title Page
1 Population Frame and Sample Size 17
2 Likert Scale System 21
3 Verbal Interpretation of Computed Correlation Coefficient 22

According to Fitzgerald
4 Achivement in Mathematics of the Grade 9 Students 23
5 Mathematics Anxiety of the Respondents 24
6 Confidence in Learning Mathematics of the Respondents 25
7 Significant Relationship between Mathematics Anxiety and 26

Achievement in Mathematics of Grade 9 Students
8 Significant Relationship between Confidence in Learning 27

mathematics and Achievement in Mathematics of Grade 9
Students
9 Mathematics Anxiety and Achievement in Mathematics 40
10 Confidence in Learning Mathematics and Achievement in 44

Mathematics
ix
LIST OF FIGURES
Number Title Page
1 Conceptual Paradigm 5
x
Chapter 1
THE PROBLEM AND ITS SETTING
Introduction
The battle in a prize ring can also be a battle in a classroom. Throwing in the
“towel” is a symbol of surrender in the stylized war that is the prize ring. It is a gesture
that goes back to bare-knuckle days when a combatant’s corner, judging their man to
be beaten and in danger, could fling in the sponge in the midst of the action and end
the contest. When the coach of the boxer throws a white towel into the ring, it means
that the opponent of the boxer surrendered. As the battle ends, there is a possibility
that the defeated boxer will be frustrated because he lost his chance to win. A boxer
does not only refer to the person who is fighting inside the ring, but it can also refer to a
student who is fighting against mathematical problem inside the classroom. A student
who is fighting against mathematical problem can either answer the problem
successfully or ignore the task.
In everyday lives, mathematics plays a very important role. Building of houses,
measuring the amount of ingredients needed, and paying for transportation fee are some
of the stuffs that we do with the use of mathematics. But for some people who do not
know what mathematics is and its process, there are difficulties they experience in
applying mathematics in real life situations.

2
According to MCcoy quoted from Shokrani (2005), the importance and fundamental
role of mathematics is undeniable in the history of scientific thought, and in the course of
industrialization and technological developments. However, mathematics anxiety is one
of the factors which can be a hindrance on one’s way of studying mathematics and the
positive factors associated with it.
Mathematics anxiety is real and can happen to anyone, regardless of their
mathematical ability. Since mathematics is perhaps the most abstract among academic
subjects, many students unlike and avoid it.
According to Shore (2005), mathematics avoidance can turn into a severe case of
mathematics anxiety that, in many cases, has been associated with temporary memory
impairment and loss of self–confidence especially during test or other mathematical
tasks. Mathematics anxiety demonstrates a stubborn impediment in the development of
mastery and performance in tasks that impact upon students’ academic achievement.
Anxiety is a normal reaction to certain situations. Anxiety is the body's way of
communicating that something either makes us feel temporarily unsafe or stressed. A
small level of anxiety is normal, but severe anxiety can be a serious problem.
Every student shows different level of performance depending on how to understand
the topic and alter levels of participation when encountering performance tasks related to
mathematics. However, when encountering mathematical problems, there is a tendency

3
that everyone can experience mathematics anxiety wherein they can’t perform
confidently and cannot express their own knowledge and ideas.
Time passes by and the number of students experiencing mathematics anxiety
continue to increase. As researchers, we are curious whether Mathematics Anxiety
affects the grade of students in Mathematics. Therefore, the reason of the study is to
determine the relationship of Mathematics Anxiety and Achievement in Mathematics of
the respondents.
Theoretical Framework
Theorists such as McLeod, Ma and Kishon, Ho et al, Miller and Bichsel, Baloglu and
Kocak, believes that relationship between Mathematics Anxiety and Mathematics
Achievement has emotional factors that play a large part in mathematical performance,
with mathematics anxiety playing a particularly larger role. Mathematics anxiety scores
correlate negatively with scores on test of mathematical aptitude and achievement, while
usually showing no significant correlation with verbal aptitude and achievement.
According to the Attribution theory of Lim (2007), students need to feel in control over
the outcome of an academic task to have more motivation to successfully complete the
task. To feel in control, students need to understand why a certain outcome happens.
Cognitive Dissonance Theory by Leon Festinger refers to a situation involving
conflicting attitudes, beliefs or behaviors. This produces a feeling of discomfort leading to

4
an alteration in one of the attitudes, beliefs, or behaviors to reduce the discomfort and
restore balance.
In the Intellectual Development Theory, Jean Piaget explained that every child think
and reason differently at different periods of their lives. Thus, we cannot assume that all
people learn at the same time. Whether they are in the same age or in the same class,
we cannot assure that each student learn because, the development of their intellectual
intelligence occurs at different times. Their learning depends on their maturation wherein
they grow, change and develop.
The theories above gave the researchers essential thoughts and insights for the
formulation of the study. Attribution Theory is used for the students for them to have
more control in their emotions to finish a mathematical task successfully. Cognitive
Dissonance Theory is applied for the students to change their conflicting attitudes and
behaviors when encountering difficult situations. Lastly, the Intellectual Theory is used
for the students not to be frightened if others learn in advance than they do because
people are different from each other and their learning doesn’t occur at the same time.
5
Conceptual Framework
Figure 1. The Conceptual Paradigm of the Study
INDEPENDENT VARIABLE DEPENDENT VARIABLE
 Achievement in
 Mathematics Mathematics in first
Anxiety grading period
This conceptual paradigm specifically shows the independent variable referring
to the mathematics anxiety and the dependent variable which is referring to the students
achievement in mathematics. The diagram led the researchers to identify if there is a
significant relationship between the independent and dependent variable.
Statement of the Problem
This study aims to determine the relationship between Mathematics Anxiety and
Achievement in Mathematics of Grade 9 students in Lucsuhin National High School for
the School Year 2018-2019.

6
Specifically, this study sought answers to the following questions:
1. What is the respondents’ achievements in Mathematics in terms of their grades
for the first grading period?
2. What is the Mathematics Anxiety that affects the Grade 9 students most?
3. Is there a significant relationship between Mathematics Anxiety and Achievement
in Mathematics of Grade 9 students?
Hypotheses
The hypothesis was derived from the statement of the problem:
𝐻0 is no significant relationship between Mathematics Anxiety and
Achievement in Mathematics of Grade 9 students in Lucsuhin National High School.
Scope and Limitation of the Study
This study was delimited to Grade 9 students in Lucsuhin National High School.
Students during the 2018 – 2019 academic school year participated in the study. The
researchers wanted to find out whether Mathematics Anxiety, affects the achievement
of students in Mathematics during first grading.

7
Significance of the Study
The outcome of the study is significant to the following sectors:
To the students, this study will be a way to have a further development of quality
education that directly focus and affect learners on handling their performance in
Mathematics to overcome Mathematics Anxiety.
To the parents, this study will give them awareness about their child’s Mathematics
Anxiety and Achievement in Mathematics. As the result, the parents will be inform about
the performance of their child.
To the School Heads and Administrators, this study will lead to help assists their
students. Such knowledge will enable them to develop and produce more efficient
students.
To the future researchers, this study will serve as a reference for their future
research. This will serve as good turn in making advance or follow – up studies related
to this research study.

Chapter 2
REVIEW OF LITERATURE AND STUDIES
This chapter presents the related concepts which provide the researchers
relevant information about Mathematics Anxiety and Achievement in Mathematics of
Grade 9 students in Lucsuhin National High School.
Achievement in Mathematics
According to Department of Education (2010), mathematics is one subject that
pervades life at any age and in any circumstance. Thus, its value goes beyond the
classroom and the school. Mathematics as a school subject, therefore, must be learned
comprehensively and with much depth. The achievement scores, whether in local or
international examinations, are means to measure comprehension on different subject
areas and highlight students’ over-all academic performance. In 2008, even with only the
science high schools participating in the Advanced Mathematics category, the
Philippines ranked lowest. As part of the efforts of the government to respond to the
perceived needs of the education sector, the Department of Education (DepEd) had
pushed for the change in the basic education curriculum—the implementation of the
―Enhanced K to 12 Basic Education Program.

9
Ongpin (2005) found out that the secondary students have different attitudes towards
mathematics; meaning, they either like or dislike the subject. There is no significant
difference between the achievements of the students when they are grouped according
to sex. She further concluded that the only non-intellective factor that correlates
significantly with mathematics achievement is students’ attitudes towards the subject.
However, she recommended that teacher should exert more efforts to present the
subject in an interesting manner through proper motivation.
According to Kristina Lynn Davis (2012), having both homogeneous and
heterogeneous classes in a school, all students will be challenge and it would help to
eliminate boredom and frustration. High ability grouping should be open to all students
no matter their IQ. By providing challenging classes and exceptional teachers, the
students have everything that may lead to an increase in student achievement.
On the other hand, Sloan’s (2010) study have stated that in many situations, the
former teachers of the students were to blame for the inception of their anxieties toward
mathematics as these teachers appeared harsh, unapproachable, and intimidating. In
addition, he identified the sources of mathematics anxiety among students as
environmental factors, which included negative school experiences that could lead to
negative attitudes towards mathematics, inadequate teaching methods of previous
mathematics teachers, negative parental influences, and inadequate mathematics
background; personality factors, which included lack of confidence; behavioural factors,
which included avoidance of high level mathematics classes; and other factors, such as
low mathematics achievement.

10
Likewise, according to Furner and Gonzales-DeHass (2011) added that mathematics
anxiety is not the sole-reason for low mathematics achievement but is a “critical”
academic problem that educators should be informed of its nature as well as of its
solution.
Scapello (2007) suggested that mathematic anxiety peaks in secondary school and
by 9th grade. Examining the secondary school years is critical for several reasons. One
is to pinpoint when a child’s mathematics anxiety levels becomes too overpowering and
interferes with achievement. Second is to intervene early in a student’s mathematical
succession, at the point when concepts become more complex. This explains why a
secondary school is being targeted for the study instead of an elementary school.
Mathematics Anxiety
According to Cadorna (2013), also cited Luo, et al., who investigated the
mathematics anxiety of secondary students, the performance of the students was found
to have a bearing on their level of fear. Furthermore, both interest and self-efficiency
were found to be correlated significantly with mathematics anxiety.
In the study of E.T. Perdio (2010), mathematics must be relevant to the everyday
lives of the students. During the discussion, it is important to include making knowledge
work for the learners in the cognitive process by joining the skills and content, linking
motivation to cognition and using social communities. This will sharpen the mind of the
students who actively participate in the discussion. On the other hand, for the non-
11
performing students, the academe should design an appropriate cognitive and behavior
management in level to the student ability to learn.
Likewise, according to J. Mangulab-nan (2016), the basic fundamental principle in
mathematics is one of the causes of mathematics anxiety. This mathematics anxiety
blocks students to perform better and to participate on discussion and activities.
Students troubled in mathematics should experience different academic activities that
can boost their confidence in numbers. Teachers should teach a step-by-step procedure
for the students to easily cope up and enjoy the lesson. When the students find
mathematics lightly, there is a possibility that they will have interest in the subject.
Beilock (2008) suggested that another reason why mathematics anxiety exists was
due to the method behind instruction and how students are tested. Traditional math
classes are focused on memorizing procedures and facts and provide little differentiation
for individual needs. Mathematics was an organized body of knowledge, but the process
of getting to knowledge was disorganized. During the process of knowledge, focusing on
the students’ metacognition will help change the instruction and help improve students’
attitude about solving mathematical problems.
Lou (2009) and Sparks (2011) described mathematics anxiety as a kind of disease or
a negative emotional stage created when engaging in activities requiring mathematical
computation. They explain that mathematics anxiety created a discomfort in

12
mathematics and could lead to fewer students pursing Mathematics and Science
careers.
On the other hand, according to Arem (2009) the contributing factors to mathematics
anxiety are bitter experiences in mathematics, social pressure and the expectation to
achieve outstanding results, the desire to excel, myths about the study of mathematics
and negative self-talk. These factors give rise to feelings of deep shame for the student
experiencing mathematics anxiety in the classroom.
Tobias S., (1993) believes that mathematics anxiety can cause to lose self-
confidence to one person or student. If the students find studying mathematics hard,
they may feel nervous to fail and the tendency is to do their best to learn it. In this case,
they give time and effort for studying mathematics. But suddenly, they failed. Given the
fact that they put a lot of effort in studying mathematics but unable to success, a person
will be frustrated thinking on where aspect he lacked off. It can be said that a student
who experiences a failure even once can affect his learning.
According to E.C.Gonzales, (2006) the two most common factors of having anxiety
were psychological factor and attitude towards mathematics. Psychological factors are
composed of socialization, motivation and learning. This three has a big impact on each
student that makes them reflect to themselves when it is perceived negatively. In this
state, the student may lose his/her self–confidence and may result to having anxiety.
13

Based on her study, student who has a negative attitude toward mathematics will
perform less. It is important for a student to have a good impression about mathematics.
The student must be mentally ready to learn the subject.
Legg and Locker (2009) defined mathematics anxiety as a general fear or tension
associated with anxiety-provoking situations that involve interaction with “Mathematics”.
Their study assessed whether metacognitive skill moderates the effect of mathematics
anxiety on performance, reaction time, and confidence on a mathematical task. They
further discussed that mathematics anxiety hindered mathematical performance for high
achievers and revised a Mathematics Anxiety Rating Scale to assess the level of
mathematics anxiety in students.
Lou, (2009) found out that there is a correlation between Mathematics Anxiety and
Mathematics Achievement. The study showed that the better a student’s mathematics
achievement was the less mathematics anxiety he/she experienced. The worse a
student’s performance was the more mathematics anxiety was exhibited. This confirmed
that mathematics anxiety usually happened among low performing students.
Synthesis of the Reviewed Literature and Studies
The related literatures and studies mentioned above, gave the researchers
essential ideas that will help in the formulation of the present study. All literature and
studies, both foreign and local had minor similarities to the present study such as
according to Department of Education (2010), Mathematics is one subject that pervades

14
life at any age and in any circumstance. Thus, its value goes beyond the classroom and
the school. Mathematics as a school subject, therefore, must be learned
comprehensively and with much depth. The achievement scores, whether in local or
international examinations, are means to measure comprehension on different subject
areas and highlight students’ over-all academic performance. However according to J.
Mangulab-nan (2016), the basic fundamental principle in mathematics is one of the
causes of mathematics anxiety. This mathematics anxiety blocks students to perform
better and to participate on discussion and activities. Students troubled in mathematics
should experience different academic activities that can boost their confidence in
numbers.
If teachers fail to implement seven important measures, it will cause their
students to learn math anxious behaviors as cited by Rossnan, S. (2006). In addition,
the teachers benefit children most when they encourage them to share their answers out
loud or in writing as they perform mathematical operations. With less of emphasis on
right or wrong and more of an emphasis on process, teachers can help alleviate
students’ anxiety about mathematics.

Chapter 3
RESEARCH METHODOLOGY
This chapter presents the methods used in the study, the population frame and
sample size, description of respondents, instrumentation and data gathering procedure.
Research Method Used
This study utilized the descriptive-correlation design to determine the relationship of
mathematics anxiety and achievement in mathematics of Grade 9 students in Lucsuhin
National High School.
Lala Behari Sukla (2014) explained descriptive research as a statement of affairs as
they are at present with the researcher having no control over variable. Moreover,
―descriptive research may be characterized as simply the attempt to determine,
describe or identify what is.
Population Frame, Sample Size, and Sampling Techniques
There is two hundred seventy-two (272) Grade 9 students in Lucsuhin National
High School, S.Y 2018-2019. Using the Slovin Formula with a 5% margin of error, the
researchers got a sample size of 162 respondents. Then, one hundred sixty-two (162)
respondents were grouped according to sections; the sampling technique that was used
16
is the stratified random sampling. After stratification was completed, Pure Random
Sampling was applied in the actual selection of the samples in every section.
Slovin Formula:
𝑵
𝒏=
𝟏 + 𝑵𝒆𝟐
where: n = sample size
N = total population
e = margin of error (0.05)
272
𝑛=
1 + (272)(0.05)2
272
𝑛=
1 + (272) (0.0025)
272
𝑛=
1.68
𝑛 = 161.9048 or 162
To determine the percent of the sample size, the researchers used the
percentage formula.
𝒏
%= 𝒙 𝟏𝟎𝟎
𝑵
where: n = sample
N = total population
𝑛
%=
𝑁
162
= 272
= .5956 𝑥 100
= 59.56 or 60 %
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Table 1
Population Frame and Sample Size
Section Population Percentage Sample Size
Luna 65 60% 39
Jacinto 71 60% 42
Malvar 66 60% 39
Rizal 70 60% 42
Total 272 162
Description of the Respondents
The respondents of the study are the Grade 9 students who are enrolled at
Lucsuhin National High School in the School Year 2018 - 2019. The respondents are
grouped into four sections namely: Luna with thirty-nine (39) students, Jacinto with forty-
two (42) students, Malvar with thirty-nine (39) students, and Rizal with forty-two (42)
students. There are one hundred sixty-two (162) respondents which were selected using
stratified random sampling.

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Research Instrument
The research instrument that is used in the study was the indirect or questionnaire
method which consists of two parts. This method give confidential response since the
respondents can answer the questionnaire privately and the answers obtained are free
from any influence from the researchers.
The first part of the questionnaire covered the respondents name and grades
while the second part, covered the experiences based on the situations under
Mathematics Anxiety. The questionnaire contains eleven (11) structured items to be
answer by the respondents based from the Mathematics Attitude Scale by Fennema-
Sherman (1974) that was revised according to the needs of the study, and validated by
the three professors of Polytechnic University of the Philippines – Alfonso Campus. It
has Likert type scale, five–point response format: 5 “strongly agree,” 4 “agree,” 3
“moderately agree,” 2 “disagree,” and 1 “strongly disagree”.
The instrument that was used in gathering primary data was the questionnaire
while the source of secondary data was the Lucsuhin National High School official
records.
Data Gathering Procedure
The researchers secured a permit from the instructor of Polytechnic University of the
Philippines Alfonso-Campus to school administration of Lucsuhin National High School
to be able to conduct the study. The researchers also secured a letter to the registrar in
19
order to get a list of achievement in mathematics of grade 9 students. After the approval
of the permit, the researchers administered the questionnaire to the Grade 9 students.
Each respondent was given 10 - 15 minutes to accomplish the questionnaire.
Statistical Treatment of Data
The statistical tool that the researchers used in analyzing and interpreting the
data of the study includes the percentage, weighted mean, and the correlation proficient
(Pearson Product Moment).
1. Percentage
A percentage is apportion of a whole express as a number between zero (0)
and one hundred (100) rather than as a fraction.
The researchers used the percentage to interpret the demographic
profile of the respondents. The formula is as follows:

𝒏
𝑷= 𝒙 𝟏𝟎𝟎
𝑵
where: n = the respondents category
N = total number of the respondents

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2. Weighted Mean
A weighted mean is a kind of average. Instead of each data point contributing
equally to the final mean, some data points contribute more “weight” than others.
The researchers used the weighted mean to determine the extent on how the
respondents describe the Mathematics Anxiety and Achievement in Mathematics.
The formula is as follows:
∑𝒇𝒙
𝑥𝑤 =
𝒏
where: 𝑥𝑤 = the weighted mean
∑𝑓𝑥 = sum of the product
f = frequency of each item
x = weight of each item
n = number of respondents section
3. Pearson Product Moment Correlation Coefficient
The pearson product moment correlation coefficient is a measure of a
strength of the linear relationship between two variables. If the relationship between
the variables is not linear, then the correlation coefficient does not adequately
represent the strength of the relationship between the variables.

21
The researchers used the Pearson Product Moment to determine the
relationship between mathematics anxiety and achievement in mathematics of the
respondents.
𝑛∑𝑥𝑦 − ∑𝑥∑𝑦
𝑟=
√[𝑛∑𝑥 2 − (∑𝑥)2 ][𝑛∑𝑦 2 − (∑𝑦)2 ]
where: r = correlation coefficient
∑𝑥 = summation of x
∑𝑦 = summation of y
The range of the verbal interpretation of the questionnaire had determined the
respondents rating of mathematics anxiety and achievement in Mathematics.
Table 2
Likert Scale System
Rate Scale Verbal Interpretation
5 4.5 – 5.0 Strongly Agree
4 3.5 – 4.49 Agree
3 2.5 – 3.49 Moderately Agree
2 1.5 – 2.49 Disagree
1 0.5 – 1.49 Strongly Disagree

22
Table 3
Verbal Interpretation of Computed Correlation Coefficient According to
FitzGerald
(1999)
Correlation Verbal Interpretation
0.00 No Correlation
±𝟎.𝟎𝟏 − ±𝟎.𝟐𝟎 Slight Correlation
±𝟎.𝟐𝟏 − ±𝟎.𝟒𝟎 Low Correlation
±𝟎.𝟒𝟏 − ±𝟎.𝟔𝟎 Average or Moderate Correlation
±𝟎.𝟔𝟏 − ±𝟎.𝟖𝟎 High Correlation
±𝟎.𝟖𝟏 − ±𝟎.𝟗𝟗 Very High Correlation
±𝟏.𝟎𝟎 Perfect Correlation

Chapter 4
PRESENTATION, INTERPRETATION, AND ANALYSIS OF DATA
This chapter presents the data gathered in this research, together with the
discussion of the corresponding interpretation and analysis. This provides answers to
the questions in the problem.
Problem 1 : What is the respondents achievement in Mathematics in terms of their
grades for the first grading period?
Table 4
Achievement in Mathematics of the Grade 9 students
Grade Frequency Percent Rank
90-100 7 4 5
(Outstanding)
85-89 21 13 3
(Very Satisfactory)
80-84 54 33 2
(Satisfactory)
75-79 62 39 1
(Fairly Satisfactory)
Below 75 18 11 4
(Did not meet
expectations)
TOTAL 162
24
Table 4 shows the achievement of the respondents in Mathematics. As shown in
the table, the grade bracket of 90–100 got “outstanding” grades with the frequency of
seven (7) out of 162 or 4%; the grade bracket of 85–89 got “very satisfactory” grades
with the frequency of twenty-one (21) out of 162 or 13%; the grade bracket of 80–84
“got satisfactory” grades with the frequency of fifty-four (54) out of 162 or 33%; the
grade bracket of 75–79 got “fairly satisfactory” grades with the frequency of sixty-two
(62) out of 162 or 39%; the grade bracket of below 75 got “did not meet expectations”
grades with the frequency of eighteen (18) out of 162 or 11%.
Problem 2: What is the mathematics anxiety that affect the Grade 9 students most?
Table 5
Mathematics Anxiety of the Respondents
No. Experiences Weighted Mean Rank Interpretation
1 I get a sinking feeling when I 2.7407 4 Moderately Agree

think of trying hard math
problems.
2 Mathematics usually makes me 2.8765 3 Moderately Agree

feel uncomfortable and
nervous.
3 My mind goes blank and I am 2.9506 2 Moderately Agree

unable to think clearly when
working
Mathematics.
4 A Math test would scare me. 2.7284 5 Moderately Agree
5 Mathematics makes me feel 3.0247 1 Moderately Agree

uneasy and confuse.
General Weighted Mean 2.89505 Moderately Agree

25
Table 5 shows different experiences of the students when encountering
Mathematics. As shown in the table, based on the five (5) statements under
“Mathematics Anxiety”, all of the answers of the respondents were perceived as
“Moderately Agree”. These were as follows; a) “Mathematics makes me feel uneasy and
confuse.” with a weighted mean of 3.0247 and ranked 1st; b) “My mind goes blank and I
am unable to think clearly when working Mathematics” with a weighted mean of 2.9506
and ranked 2nd; c) “Mathematics usually makes me feel uncomfortable and nervous”
with a weighted mean of 2.8765 and ranked 3rd; d) “I get a sinking feeling when I think
of trying hard math problems” with a weighted mean of 2.7407 and ranked 4th; e) “A
Math test would scare me” with a weighted mean of 2.7284 and ranked 5th.
Table 6
Confidence in Learning Mathematics of the Respondents
No. Experiences Weighted Mean Rank Interpretation
1 Math doesn’t scare me at all. 3.0864 1 Moderately Agree
2 I almost never had gotten shook 3.0494 2 Moderately Agree

up during a math test.
3 I usually feel at ease during math 2.7037 5 Moderately Agree

test.
4 I haven’t felt worried about being 2.8765 3 Moderately Agree

able to solve math problems.
5 It wouldn’t bother me at all to 2.858 4 Moderately Agree

take moremath courses.
General Weighted Mean 2.9148 Moderately Agree

26
Table 6 shows different experiences of the students when encountering
Mathematics. As shown in the table, based on the five (5) statements under
“Moderately Agree”. These were as follows; a) “Math doesn’t scare me at all” with a
weighted mean of 3.0864 and ranked 1st; b) “I almost never had gotten shook up during
a math test” with a weighted mean of 3.0494 and ranked 2nd; c) “I haven’t felt worried
about being able to solve math problems” with a weighted mean of 2.8765 and ranked
3rd; d) “It wouldn’t bother me at all to take more math courses” with a weighted mean of
2.858 and ranked 4th; e) “I usually feel at ease during math test.” with a weighted mean
of 2.7037 and ranked 5th.
Problem 3: What is the significant relationship between Mathematics Anxiety and
Achievement in Mathematics of Grade 9 students in Lucsuhin National High School?
Table 7
Significant Relationship between Mathematics Anxiety and Achievement in
Mathematics of Grade 9 Students
Computed r Description Tabular p – Decision Interpretation

value value (two-
tailed)
Mathematics Anxiety -0.207 Slight 0.008 Reject H0 Significant

and Achievement in Correlation
Mathematics
Rule: if p – value ≥ 0.01 reject 𝐻0
if p – value < 0.01 accept 𝐻0
Decision: Since the computed p – value is less than 0.01 then we will reject 𝐻0
27
Table 7 shows the relationship between Mathematics and Achievement in
Mathematics. The relationship of two variables, Mathematics Anxiety and Achievement
in Mathematics was computed as negative correlation coefficient of -0.207 and
described as Slight Correlation. Such relationship is significant beyond the 0.01 level as
indicated in the table that the computed value of p is 0.008. The null hypothesis is
rejected, and there is a significant relationship between Mathematics Anxiety and
Mathematics Achievement.
Table 8
Significant Relationship between Confidence in Learning Mathematics and
Achievement in Mathematics of Grade 9 Students
Computed r Description Tabular p – Decision Interpretation

value value (two-
tailed)
Mathematics Anxiety -0.030 High 0.703 Accept H0 Not Significant

and Achievement in Correlation
Mathematics
Rule: if p – value ≥ 0.01 reject 𝐻0
if p – value < 0.01 accept 𝐻0
Decision: Since the computed p – value is greater than 0.01 then we will accept 𝐻0
Table 8 shows the relationship between Mathematics and Achievement in
Mathematics. The relationship of two variables, Confidence in Learning Mathematics
and Achievement in Mathematics was computed as negative correlation coefficient of
-0.030 and described as High Correlation. Such relationship is not significant beyond the
0.01 level as indicated in the table that the computed value of p is 0.703. The null
28
hypothesis is accepted, and there is no significant relationship between Confidence in
Learning Mathematics and Achievement in Mathematics.
According to Lou, (2009) there is a correlation between Mathematics Anxiety and
Mathematics Achievement. The study showed that the better a student’s mathematics
achievement was, the less mathematics anxiety he/she experienced. The worse a
student’s performance was, the more mathematics anxiety was exhibited. This
confirmed that Mathematics anxiety usually happened among low performing students.
Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
SUMMARY OF FINDINGS
This chapter summarizes the relevant results of the study. It summarizes the
findings from where conclusions and recommendations are made.
The result of the study on the relationship of Mathematics anxiety and
Achievement of Grade 9 students in Lucsuhin National High School S.Y. 2018-2019
showed that: the grade bracket of 90–100 got “outstanding” grades with the frequency
of seven (7) out of 162 or 4%; the grade bracket of 85–89 got “very satisfactory” grades
with the frequency of twenty-one (21) out of 162 or 13%; the grade bracket of 80–84
“got satisfactory” grades with the frequency of fifty-four (54) out of 162 or 33%; the
grade bracket of 75–79 got “fairly satisfactory” grades with the frequency of sixty-two
(62) out of 162 or 39%; the grade bracket of below 75 got “did not meet expectations”
grades with the frequency of eighteen (18) out of 162 or 11%.
There are general responses on how the respondents describe their different
experience when encountering mathematics. As shown in the table 5, based on the five
(5) statements under “Mathematics Anxiety”, all of the answers of the respondents were
perceived as “Moderately Agree”. In the five (5) statements the statement got the highest
weighted mean of 3.0247 is “Mathematics makes me feel uneasy and confuse.” While
the statement, “A Math test would scare me” got the lowest weighted mean of of 2.7284.
30
The null hypothesis is rejected, the relationship between Mathematics Anxiety
and Achievement in Mathematics is described as negative computed correlation
coefficient of -0.207 and has a slight correlation. Therefore, there is a significant
relationship between Mathematics Anxiety and Achievement in Mathematics of Grade 9
students in Lucsuhin, National High School.
There are general responses on how the respondents describe their confidence
in learning mathematics. As shown in the table 6, based on the five (5) statements under
“Moderately Agree”. In the five (5) statements, the statement that got the highest
weighted mean of 3.0864 is “Math doesn’t scare me at all”. While the statement “I
usually feel at ease during math test” got the lowest weighted mean of of 2.7037.
The null hypothesis is accepted, the relationship between Confidence in Learning
Mathematics and Achievement in Mathematics is described as negative computed
correlation coefficient of -0.030 and has a high correlation . Therefore, there is no
significant relationship between Confidence in Learning Mathematics and Achievement
in Mathematics of Grade 9 students in Lucsuhin, National High School.
Conclusions
The researchers therefore conclude that the majority of the respondents falls
under the grade bracket of 75-79 which remarks “fairly satisfactory”. The respondents
“moderately agreed” that Mathematics Anxiety affects their achievement in Mathematics.

31
The null hypothesis is rejected; hence there is a significant relationship between
Mathematics Anxiety and achievement in Mathematics of Grade 9 students in Lucsuhin
National High School. This study also found out that the respondents “moderately
agreed” that the Confidence in Learning Mathematics affects their achievement in
Mathematics. The null hypothesis is accepted; hence there is no significant relationship
between Confidence in Learning Mathematics and achievement in Mathematics.
Recommendations
In the light of findings and conclusion made, the following recommendations are
given to avoid mathematics anxiety among the students:
To the students. Involve themselves in acquiring the knowledge that the
teachers will give and strive harder to improve their present mathematical achievement.
To the teacher. They may contemplate and consider the individual differences
of their students in preparing the student activities.
To the school officials. They may give attention to their students to motivate
them in achieving satisfying grades.
To the future researchers. Conduct further studies considering other factors
affecting the mathematical achievements and the level of anxiety that the students
have.
32
REFERENCES
Books
Arem, C. A., 2009. Conquering Math Anxiety. 3rd Edn., Cengage Learning Belmont,
ISBN -10: 0495829404, pp:215
Beilock, S. L. (2008). Math performance in stressful situations. Current Directions in
Psychological Science, 17, 339 – 343.
Studies
Furner, J. M, and Duffy, M. L. (2002). Equity for all students in the New Millennium:
Disabling Math Anxiety. Intervention in School and Clinic.
Scarpello, G. (2007). Helping Students Get Past Math Anxiety. Techniques: Connecting
Education and Careers.
Webliographies
https://www.academia.edu/4316765/MATHEMATICS_K_12_Curriculum_Guide
https://www.cn.edu/libraries/tiny_mce/tiny_mce/plugins/filemanager/files/Dissertations/A
ngela_Johnson.pdf
https://www.researchgate.net/publication/269572739_Mathematics_Anxiety_in_Serbia_
What_Makes_Mathematics_so_Hard
https://files.eric.ed.gov/fulltext/EJ1082131.pdf
https://www.frontiersin.org/articles/10.3389/fpsyg.2016.00508/full
https://journals.sagepub.com/doi/abs/10.1177/0022487116676316
33
https://www.questia.com/library/journal/1G1-213084807/math-performance-and-its-
relationship-to-math-anxiety
https://docplayer.net/43288651-Dissertation-the-relationship-between-math-anxiety-and-
student-achievement-of-middle-school-students-submitted-by-william-matthew-
siebers.html
http://sk.sagepub.com/books/key-concepts-in-teaching-primary-mathematics
https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1034&context=mathmidsumm
ative
https://www.fau.edu/education/centersandprograms/mathitudes/documents/math-
anxiety-research-paper-2.pdf
34
Appendix 1
Questionnaire
RELATIONSHIP OF MATHEMATICS ANXIETY AND ACHIEVEMENT OF GRADE 9
STUDENTS OF LUCSUHIN NATIONAL HIGH SCHOOL
S.Y 2018-2019
Name: __________
Grade: __________
Directions: Below are some situations you experienced while studying mathematics.
Answer it based on your experience. Kindly put a check on the box that corresponds to
your answer. Use the following scale as your basis.
Legend:
5(SA) – Strongly Agree 2 (D) – Disagree
4(A) – Agree 1(SD) – Strongly Disagree
3(MA) – Moderately Agree
I. Mathematics Anxiety
STATEMENTS 1 2 3 4 5
(SD) (D) (MA) (A) (SA)
1. I get a sinking feeling when I think of

trying hard math problems.
2. Mathematics usually makes me feel
uncomfortable and nervous.
3. My mind goes blank and I am unable
to think clearly when working
Mathematics.
4. A Math test would scare me.
5. Mathematics makes me feel uneasy

and confuse.
35
II. Confidence in Learning Mathematics
STATEMENTS 1 2 3 4 5
(SD) (D) (MA) (A) (SA)
1. I get a sinking feeling when I think

of trying hard math problems.
2. Mathematics usually makes me
feel uncomfortable and nervous.
3. My mind goes blank and I am
unable to think clearly when working
Mathematics.
4. A Math test would scare me.
5. Mathematics makes me feel

uneasy and confuse.
36
Appendix 2
Certifcate of Validation
Mangas 2, Alfonso Cavite
CERTIFICATE OF VALIDATION
This is to certify that the questionnaire for the study entitled Relationship of
Mathematics Anxiety and Achievement of Grade 9 Students in Lucsuhin National
High School has been checked and validated and is fitted for the said study.
Validated by:
Alejandro N. Eseque Jr. Andrew J. Siducon

Instructor I Instructor I
Leo A. Tibayan, RN, MAN

University Nurse
37
Appendix 3
Letter to the Principal
Republic of the Philippines

MARAGONDON ANNEX, ALFONSO CAMPUS
June 26, 2018
Mrs. Perlita A. Villanueva

Principal II
Lucsuhin National High School
Lucsuhin, Alfonso, Cavite
Dear Madam,
Good day!
As a part of the requirement of our subject RHED 4063: Thesis Writing, our group will conduct a
research study entitled ‘’Mathematics Anxiety and Achievement of Grade 9 students in
Lucsuhin National High School S.Y. 2018-2019.’’
In line with this, we would like to seek your permission to distribute and collect survey
questionnaires and to have a copy of consolidation sheets containing the total populations and
names of Grade 9 students this school year and their grades in mathematics school year 2018 -
2019. Rest assured that the data we may gather will be held confidentially and hence be used for
the research study’s purposes only.
Any favourable action on this matter is highly appreciated.
Thank you and God bless!
Respectfully Yours,
Princess Natasha G. Salanguit

Research Leader
Noted by:
Asst. Prof. Cherry E. Angeles

Research Adviser
PUP Maragondon Annex, Alfonso Campus, Mangas 2 Alfonso, Cavite. website:www.pup.edu.ph

“THE COUNTRY’S 1st POLYTECHNIC U”
38
Appendix 4
Achievement in Mathematics of the Respondents
GRADES IN 41 75
FIRST 42 80
RESPONDENTS GRADING 43 80
PERIOD 44 86
1 75 45 78
2 80 46 81
3 83 47 77
4 81 48 84
5 80 49 79
6 80 50 76
7 84 51 77
8 75 52 79
9 74 53 77
10 76 54 76
11 73 55 78
12 75 56 85
13 75 57 81
14 84 58 80
15 80 59 78
16 91 60 79
17 86 61 82
18 83 62 78
19 76 63 73
20 74 64 76
21 83 65 82
22 74 66 85
23 79 67 73
24 77 68 75
25 81 69 79
26 74 70 75
27 78 71 89
28 75 72 83
29 78 73 80
30 74 74 82
31 78 75 79
32 79 76 74
33 85 77 75
34 85 78 74
35 80 79 74
36 74 80 81
37 82 81 78
38 75 82 76
39 75 83 77
40 74 84 80
39
85 80 136 84
86 92 137 75
87 89 138 85
88 80
89 80
139 85
90 88 140 86
91 86 141 79
92 76 142 90
93 77 143 80
94 75 144 76
95 83
96 80
145 74
97 80 146 77
98 80 147 76
99 82 148 80
100 82 149 78
101 77 150 82
102 87
151 76
103 87
104 97 152 82
105 94 153 74
106 90 154 80
107 84 155 74
108 85 156 77
109 78
157 75
110 87
111 97 158 84
112 76 159 73
113 86 160 75
114 75 161 79
115 74 162 83
116 81
117 80
118 89
119 79
120 80
121 85
122 84
123 80
124 75
125 82
126 81
127 85
128 75
129 76
130 80
131 77
132 75
133 84
134 78
135 83
40
Appendix 5
Pearson r Computation
Table 9
Mathematics Anxiety and Achievement in Mathematics
Respondents x y xy x2 y2
1 2.6 75 195 6.76 5625

2 3.8 80 304 14.44 6400
3 3 83 249 9 6889
4 1.2 81 97.2 1.44 6561
5 2.6 80 208 6.76 6400
6 3.2 80 256 10.24 6400
7 3.8 84 319.2 14.44 7056
8 3.8 75 285 14.44 5625
9 2 74 148 4 5476
10 3.8 76 288.8 14.44 5776
11 1.6 73 116.8 2.56 5329
12 2.4 75 180 5.76 5625
13 1 75 75 1 5625
14 2.2 84 184.8 4.84 7056
15 1.8 80 144 3.24 6400
16 2 91 182 4 8281
17 3.8 86 326.8 14.44 7396
18 1.8 83 149.4 3.24 6889
19 2 76 152 4 5776
20 2.6 74 192.4 6.76 5476
21 2.2 83 182.6 4.84 6889
22 2.8 74 207.2 7.84 5476
23 2 79 158 4 6241
24 2.6 77 200.2 6.76 5929
25 1.8 81 145.8 3.24 6561
26 3 74 222 9 5476
27 2.8 78 218.4 7.84 6084
28 3 75 225 9 5625
29 2.8 78 218.4 7.84 6084
30 3.2 74 236.8 10.24 5476
31 2.4 78 187.2 5.76 6084
32 3 79 237 9 6241
33 1.8 85 153 3.24 7225
34 2.4 85 204 5.76 7225
35 2.4 80 192 5.76 6400
36 2.8 74 207.2 7.84 5476
37 2.4 82 196.8 5.76 6724
41
38 2.8 75 210 7.84 5625
39 3.6 75 270 12.96 5625
40 3.2 74 236.8 10.24 5476
41 3 75 225 9 5625
42 2.6 80 208 6.76 6400
43 1.6 80 128 2.56 6400
44 2.6 86 223.6 6.76 7396
45 1.6 78 124.8 2.56 6084
46 3 81 243 9 6561
47 2.8 77 215.6 7.84 5929
48 1 84 84 1 7056
49 2.6 79 205.4 6.76 6241
50 4.2 76 319.2 17.64 5776
51 2.2 77 169.4 4.84 5929
52 2.4 79 189.6 5.76 6241
53 3.2 77 246.4 10.24 5929
54 3 76 228 9 5776
55 3.4 78 265.2 11.56 6084
56 4.4 85 374 19.36 7225
57 2 81 162 4 6561
58 3.2 80 256 10.24 6400
59 2.6 78 202.8 6.76 6084
60 3 79 237 9 6241
61 2 82 164 4 6724
62 2.4 78 187.2 5.76 6084
63 3 73 219 9 5329
64 3.6 76 273.6 12.96 5776
65 1.6 82 131.2 2.56 6724
66 3.6 85 306 12.96 7225
67 3.2 73 233.6 10.24 5329
68 3.2 75 240 10.24 5625
69 2 79 158 4 6241
70 4.4 75 330 19.36 5625
71 1.8 89 160.2 3.24 7921
72 2 83 166 4 6889
73 3.6 80 288 12.96 6400
74 2 82 164 4 6724
75 2.4 79 189.6 5.76 6241
76 2.8 74 207.2 7.84 5476
77 2 75 150 4 5625
78 3.2 74 236.8 10.24 5476
79 2.8 74 207.2 7.84 5476
80 2.6 81 210.6 6.76 6561
81 3.8 78 296.4 14.44 6084
82 2.2 76 167.2 4.84 5776
83 2 77 154 4 5929
84 2.6 80 208 6.76 6400
85 3.2 80 256 10.24 6400
86 1.8 92 165.6 3.24 8464
87 2.6 89 231.4 6.76 7921
42
88 3.8 80 304 14.44 6400

89 3.8 80 304 14.44 6400
90 3.6 88 316.8 12.96 7744
91 2.8 86 240.8 7.84 7396
92 2.8 76 212.8 7.84 5776
93 4 77 308 16 5929
94 4 75 300 16 5625
95 4 83 332 16 6889
96 3.4 80 272 11.56 6400
97 4.2 80 336 17.64 6400
98 2.8 80 224 7.84 6400
99 3.6 82 295.2 12.96 6724
100 2.4 82 196.8 5.76 6724
101 2 77 154 4 5929
102 2.4 87 208.8 5.76 7569
103 2 87 174 4 7569
104 2.4 97 232.8 5.76 9409
105 2 94 188 4 8836
106 2.4 90 216 5.76 8100
107 4 84 336 16 7056
108 2.8 85 238 7.84 7225
109 3.8 78 296.4 14.44 6084
110 2 87 174 4 7569
111 1.2 97 116.4 1.44 9409
112 3.4 76 258.4 11.56 5776
113 2.8 86 240.8 7.84 7396
114 1.4 75 105 1.96 5625
115 5 74 370 25 5476
116 2.6 81 210.6 6.76 6561
117 4 80 320 16 6400
118 2.6 89 231.4 6.76 7921
119 2.4 79 189.6 5.76 6241
120 2.2 80 176 4.84 6400
121 2.2 85 187 4.84 7225
122 3 84 252 9 7056
123 3.8 80 304 14.44 6400
124 3.4 75 255 11.56 5625
125 3.6 82 295.2 12.96 6724
126 2.4 81 194.4 5.76 6561
127 5 85 425 25 7225
128 3.8 75 285 14.44 5625
129 3.6 76 273.6 12.96 5776
130 4 80 320 16 6400
131 2 77 154 4 5929
132 3.6 75 270 12.96 5625
133 2.4 84 201.6 5.76 7056
134 1.8 78 140.4 3.24 6084
135 4 83 332 16 6889
43
136 4 84 336 16 7056
137 2.4 75 180 5.76 5625
138 2.2 85 187 4.84 7225
139 4.4 85 374 19.36 7225
140 3.4 86 292.4 11.56 7396
141 2.8 79 221.2 7.84 6241
142 2.6 90 234 6.76 8100
143 2.4 80 192 5.76 6400
144 2.8 76 212.8 7.84 5776
145 4 74 296 16 5476
146 3.4 77 261.8 11.56 5929
147 3 76 228 9 5776
148 3 80 240 9 6400
149 3.2 78 249.6 10.24 6084
150 4 82 328 16 6724
151 3.4 76 258.4 11.56 5776
152 3.6 82 295.2 12.96 6724
153 3.8 74 281.2 14.44 5476
154 2.2 80 176 4.84 6400
155 5 74 370 25 5476
156 2.4 77 184.8 5.76 5929
157 4.2 75 315 17.64 5625
158 3.4 84 285.6 11.56 7056
159 2.4 73 175.2 5.76 5329
160 3.4 75 255 11.56 5625
161 2.8 79 221.2 7.84 6241
162 1.8 83 149.4 3.24 6889
∑𝑥 = 464 ∑𝑦 = 12943 ∑𝑥𝑦 = 36937.2 ∑𝑥 2 = 1438.56 ∑𝑦 2 = 1037923
𝑟=
√[𝑛∑𝑥 2 − (∑𝑥)2 ][𝑛∑𝑦 2 − (∑𝑦)2 ]
162(36, 937.2) − (464)(12, 943)
𝑟=
√[162(1, 438.56) − (464)2 ][162(1, 037, 923) − (12, 943)2 ]
5, 983, 826.4 − 6, 005, 552
𝑟=
√[233, 046.72 − 215, 296] [168, 143, 526 − 167, 521, 249]
− 21, 725.6
𝑟=
√(17, 750.72) (622, 277)
− 21, 725.6
𝑟=
√11, 045 864, 790
− 21, 725.6
𝑟=
105, 099.32
r = −0.206714943 or − 0.207
44
Table 10
Confidence in Learning Mathematics and Achievement in Mathematics
Respondents x Y xy x2 y2
1 4 75 300 16 5625
2 2.4 80 192 5.76 6400
3 3 83 249 9 6889
4 1.6 81 129.6 2.56 6561
5 3.4 80 272 11.56 6400
6 2.6 80 208 6.76 6400
7 4.6 84 386.4 21.16 7056
8 3.6 75 270 12.96 5625
9 3 74 222 9 5476
10 1.8 76 136.8 3.24 5776
11 1.2 73 87.6 1.44 5329
12 3.8 75 285 14.44 5625
13 4 75 300 16 5625
14 3.6 84 302.4 12.96 7056
15 2.8 80 224 7.84 6400
16 3.4 91 309.4 11.56 8281
17 2.2 86 189.2 4.84 7396
18 3.8 83 315.4 14.44 6889
19 3.2 76 243.2 10.24 5776
20 3 74 222 9 5476
21 3.2 83 265.6 10.24 6889
22 2.6 74 192.4 6.76 5476
23 3 79 237 9 6241
24 3.6 77 277.2 12.96 5929
25 3 81 243 9 6561
26 3.2 74 236.8 10.24 5476
27 1.8 78 140.4 3.24 6084
28 2.2 75 165 4.84 5625
29 3.2 78 249.6 10.24 6084
30 3.2 74 236.8 10.24 5476
31 2.8 78 218.4 7.84 6084
32 4 79 316 16 6241
33 4 85 340 16 7225
34 3.6 85 306 12.96 7225
35 2.6 80 208 6.76 6400
36 1 74 74 1 5476
37 3.6 82 295.2 12.96 6724
38 3.4 75 255 11.56 5625
39 2.8 75 210 7.84 5625
40 3.4 74 251.6 11.56 5476
41 3.4 75 255 11.56 5625
45
42 2.8 80 224 7.84 6400

43 3.2 80 256 10.24 6400
44 3 86 258 9 7396
45 3.6 78 280.8 12.96 6084
46 2.4 81 194.4 5.76 6561
47 2.8 77 215.6 7.84 5929
48 4.6 84 386.4 21.16 7056
49 4 79 316 16 6241
50 2.2 76 167.2 4.84 5776
51 4.2 77 323.4 17.64 5929
52 2.4 79 189.6 5.76 6241
53 2.8 77 215.6 7.84 5929
54 3.2 76 243.2 10.24 5776
55 3 78 234 9 6084
56 1.2 85 102 1.44 7225
57 4.2 81 340.2 17.64 6561
58 4 80 320 16 6400
59 2.6 78 202.8 6.76 6084
60 3.6 79 284.4 12.96 6241
61 2.6 82 213.2 6.76 6724
62 3.4 78 265.2 11.56 6084
63 2.8 73 204.4 7.84 5329
64 2.4 76 182.4 5.76 5776
65 4.6 82 377.2 21.16 6724
66 1.6 85 136 2.56 7225
67 3.6 73 262.8 12.96 5329
68 2.4 75 180 5.76 5625
69 5 79 395 25 6241
70 3.4 75 255 11.56 5625
71 4.4 89 391.6 19.36 7921
72 4 83 332 16 6889
73 3.2 80 256 10.24 6400
74 3.8 82 311.6 14.44 6724
75 4 79 316 16 6241
76 3.6 74 266.4 12.96 5476
77 1.6 75 120 2.56 5625
78 3.2 74 236.8 10.24 5476
79 3 74 222 9 5476
80 4 81 324 16 6561
81 1.8 78 140.4 3.24 6084
82 4 76 304 16 5776
83 5 77 385 25 5929
84 3.4 80 272 11.56 6400
85 2.6 80 208 6.76 6400
86 3.4 92 312.8 11.56 8464
87 2.6 89 231.4 6.76 7921
88 2.2 80 176 4.84 6400
46
89 3.2 80 256 10.24 6400

90 2.2 88 193.6 4.84 7744
91 2 86 172 4 7396
92 2.4 76 182.4 5.76 5776
93 4 77 308 16 5929
94 1 75 75 1 5625
95 2 83 166 4 6889
96 2.6 80 208 6.76 6400
97 2.6 80 208 6.76 6400
98 1.6 80 128 2.56 6400
99 2.6 82 213.2 6.76 6724
100 2.4 82 196.8 5.76 6724
101 2.8 77 215.6 7.84 5929
102 2.4 87 208.8 5.76 7569
103 2.8 87 243.6 7.84 7569
104 2.4 97 232.8 5.76 9409
105 3 94 282 9 8836
106 3.2 90 288 10.24 8100
107 1.2 84 100.8 1.44 7056
108 2 85 170 4 7225
109 3 78 234 9 6084
110 2.4 87 208.8 5.76 7569
111 3.4 97 329.8 11.56 9409
112 3.4 76 258.4 11.56 5776
113 2.8 86 240.8 7.84 7396
114 1.8 75 135 3.24 5625
115 2.4 74 177.6 5.76 5476
116 4 81 324 16 6561
117 3.6 80 288 12.96 6400
118 2 89 178 4 7921
119 2.8 79 221.2 7.84 6241
120 2.8 80 224 7.84 6400
121 2.2 85 187 4.84 7225
122 2.6 84 218.4 6.76 7056
123 2.4 80 192 5.76 6400
124 4 75 300 16 5625
125 2 82 164 4 6724
126 2 81 162 4 6561
127 3.8 85 323 14.44 7225
128 1.2 75 90 1.44 5625
129 1.4 76 106.4 1.96 5776
130 3 80 240 9 6400
131 3.4 77 261.8 11.56 5929
132 2 75 150 4 5625
133 2 84 168 4 7056
134 3.4 78 265.2 11.56 6084
135 1 83 83 1 6889
136 3.6 84 302.4 12.96 7056
47
137 5 75 375 25 5625
138 3.8 85 323 14.44 7225
139 2.2 85 187 4.84 7225
140 1.8 86 154.8 3.24 7396
141 2 79 158 4 6241
142 2 90 180 4 8100
143 2 80 160 4 6400
144 3.2 76 243.2 10.24 5776
145 2.2 74 162.8 4.84 5476
146 2.4 77 184.8 5.76 5929
147 2 76 152 4 5776
148 4 80 320 16 6400
149 2.4 78 187.2 5.76 6084
150 2.2 82 180.4 4.84 6724
151 3.2 76 243.2 10.24 5776
152 2.2 82 180.4 4.84 6724
153 3.2 74 236.8 10.24 5476
154 3.6 80 288 12.96 6400
155 2.4 74 177.6 5.76 5476
156 3.8 77 292.6 14.44 5929
157 3.2 75 240 10.24 5625
158 2.8 84 235.2 7.84 7056
159 3 73 219 9 5329
160 3 75 225 9 5625
161 2.6 79 205.4 6.76 6241
162 3.2 83 265.6 10.24 6889
∑𝑥 = 472.2 ∑𝑦 = 12943 ∑𝑥𝑦 = 37706.2 ∑𝑥 2 = 1493.4 ∑𝑦 2 = 1037923
𝑟=
√[𝑛∑𝑥 2 − (∑𝑥)2 ][𝑛∑𝑦 2 − (∑𝑦)2 ]
162(37, 706.2) − (472.2)(12, 943)

𝑟=
√[162(1493.4) − (472.2)2 ][162(1037923) − (12943)2 ]
6, 108, 404.4 − 6, 111, 684.6

𝑟=
√[241, 930.8 − 222, 972 .84] [168, 143, 526 − 167, 521, 249]
− 3, 280.2
𝑟=
√(18, 957.956) (622, 277)
− 3, 280.2
𝑟=
√11, 797, 099, 990
− 3, 280.2
𝑟=
108, 614.46
r = −0.030200398 or − 0.030
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 47
Jewelyn V. Dimapilis
Kaytitinga II, Alfonso, Cavite
Contact #: 09750936582
Email Address: jeweldimapilis@gmail.com
PERSONAL BACKGROUND
Gender : Female
Civil Status : Single
Date of Birth : December 17, 1998
Nationality : Filipino
Height : 5’2”
Weight : 36 kg
Father : Jerry D. Dimapilis
Mother : Paulina V. Dimapilis
EDUCATIONAL BACKGROUND
Tertiary : Polytechnic University of the Philippines

Mangas II, Alfonso Cavite
Bachelor in Secondary Education
Major in Mathematics
2015-Present
Secondary : Kaytitinga National High School

Kaytitinga I, Alfonso Cavite
2011-2015
Primary : Kaytitinga Elementary School

Kaytitinga I, Alfonso Cavite
2005-2011
JEWELYN V. DIMAPILIS
49
Genelyn D. Fenol
263 Marahan I, Alfonso, Cavite
Contact #: 09364294972
Email Address: genelynfenol@yahoo.com
PERSONAL BACKGROUND
Gender : Female
Date of Birth : November 10, 1997
Height : 5’2”
Weight : 50 kg
Father : Gelacio V. Fenol
Mother : Noralyn D. Fenol

2015-Present
Secondary : Alfonso National High School

Montenegro St., Poblacion V
Alfonso, Cavite
2011-2015
Primary : Marahan Elementary School

Marahan I Alfonso, Cavite
2004-2010
GENELYN D. FENOL
50
Geraldine M. Gonzales
128 Matagbak II, Alfonso, Cavite
Contact #: 09652118644
Email Address: gonsalez_geraldine@yahoo.com
PERSONAL BACKGROUND
Gender : Female
Height : 5’
Weight : 43 kg
Father : Arnold G. Gonzales
Mother : Priscila M. Gonzales

2015-Present

Montenegro St., Poblacion V
Alfonso, Cavite
2011-2015
Primary : Tua Elementary School

Tua Magallanes Cavite
2005-2011
GERALDINE M. GONZALES
51
Maedy P. Landicho
196 Panikihan St., Niyugan, Laurel, Batangas
Contact #: 09124860667
Email Address: ml.maedylandicho@gmail.com
PERSONAL BACKGROUND
Gender : Female
Height : 5’
Weight : 40 kg
Father : Zaldy C. Landicho
Mother : Macaria P. Landicho

2015-Present
Secondary : Lucsuhin National High School

Luksuhin Ibaba, Alfonso Cavite
2011-2015
Primary : NIyugan Elementary School
Niyugan, Laurel, Batangas
2005-2011
MAEDY P. LANDICHO
52
Pio Dhave A. Monteverde

Camp Benjamin Taywanak Ilaya, Alfonso, Cavite
Contact #: 09122759317
Email Address: piodhavem@yahoo.com
PERSONAL BACKGROUND
Gender : Male
Date of Birth : July 14, 1999
Height : 5’3”
Weight : 45 kg
Father : Procopio B. Monteverde
Mother : Jocelyn A. Monteverde

2015-Present

Montenegro St., Poblacion V,
Alfonso Cavite
2011-2015
Primary : Calauag East Central Elementary

School
Calauag Quezon Province
2005-2011
PIO DHAVE A. MONTEVERDE

53
Angelica G. Platero
021 Abelo St., Niyugan, Laurel, Batangas
Contact #: 09095714231
Email Address: angelica.platero39@gmail.com
PERSONAL BACKGROUND
Gender : Female
Date of Birth : March 18, 1998
Height : 5’2”
Weight : 43 kg
Father : Nemesio P. Platero
Mother : Geralyn G. Platero

2015-Present
Secondary : Lucsuhin National High School
Luksuhin Ibaba, Alfonso Cavite
2010-2014
Primary : Niyugan Elementary School
Niyugan, Laurel, Batangas
2004-2010
ANGELICA G. PLATERO
54
Ronel P. Redruco
Malimban St., Brgy. Castanos Cerca Gen. E. Aguinaldo,
Cavite
Contact #: 09954808940
Email Address: ronelredruco@yahoo.com
PERSONAL BACKGROUND
Gender : Male
Date of Birth : September 27, 1998
Height : 5’7”
Weight : 52 kg
Father : Ronie A. Redruco
Mother : Maria Fe P. Redruco

2015-Present
Secondary : Gen. E. Aguinaldo National High School

Real St., Brgy. Castanos Cerca Gen. E.
Aguinaldo, Cavite
2011-2015
Primary : Bailen Elementary School

Real St., Brgy. Castanos Cerca Gen. E.
Aguinaldo, Cavite
2005-2011
RONEL P. REDRUCO
55
Mary Ann H. Romero

139 Rizal St., Poblacion III, Alfonso, Cavite
Contact #: 09506493771
Email Address: imromeromean@yahoo.com
PERSONAL BACKGROUND
Gender : Female
Date of Birth : April 30, 1998
Height : 5’2”
Weight : 35 kg
Father : Antonio M. Romero
Mother : Sofia H. Romero

2015-Present

Montenegro St., Poblacion V,
Alfonso Cavite
2011-2015
Primary : Alfonso Central School

Alas - as St., Poblacion V, Alfonso Cavite
2005-2011
MARY ANN H. ROMERO

56
Princess Natasha G. Salanguit

Malabag Silang
Contact #: 09556582659
Email Address: princessnatashasalanguit@yahoo.com
PERSONAL BACKGROUND
Gender : Female
Date of Birth : April 21,1996
Height : 5’2”
Weight : 48 kg
Father : Christopher R. Salanguit
Mother : Melodie G. Salanguit

2015-Present
Secondary : D.F.L.C.M.C.F.I
Rizal St., Tuy Batangas
2009-2012
Primary : Luntal Elementary School
Luntal Tuy, Batangas
2003-2009
PRINCESS NATASHA G. SALANGUIT

57
DOCUMENTATION
National Library of the Philippines

58
59
Maragondon, Cavite
60
61
Data – Gathering
62
Summarizing and Analyzing Data

63
64
Final Defense

Relationship of Mathematics Anxiety and Achievement of Grade 9 Students of Lucsuhin National High School S.Y 2018-2019

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Relationship of Mathematics Anxiety and Achievement of Grade 9 Students of Lucsuhin National High School S.Y 2018-2019

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POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

RELATIONSHIP OF MATHEMATICS ANXIETY AND

A Thesis Presented to the Faculty of College of Education

In Partial Fulfilment of the Requirements for the Subject

This thesis RELATIONSHIP OF MATHEMATICS ANXIETY AND ACHIEVEMENT IN

MATHEMATICS OF GRADE 9 STUDENTS IN LUCSUHIN NATIONAL HIGH SCHOOL

S.Y. 2018-2019 prepared and submitted by Jewelyn V. Dimapilis, Genelyn D. Fenol,

Geraldine M. Gonzales, Maedy P. Landicho, Pio Dhave A. Monteverde, Angelica G.

been examined and is recommended for Oral Examination.

ASST. PROF. CHERRY E. ANGELES, MME

ROSALIA P. PINLAC, MEM, LPT

AYREENLEE E. RESUS, MEM MINERVA C. PIEDAD, MEM, LPT

CHERRY E. ANGELES, MME

This thesis RELATIONSHIP OF MATHEMATICS ANXIETY AND ACHIEVEMENT IN

MATHEMATICS OF GRADE 9 STUDENTS IN LUCSUHIN NATIONAL HIGH SCHOOL

S.Y. 2018-2019 prepared and submitted by Jewelyn V. Dimapilis, Genelyn D. Fenol,

Geraldine M. Gonzales, Maedy P. Landicho, Pio Dhave A. Monteverde, Angelica G.

been examined and is recommended for Oral Examination.

ASST. PROF. CHERRY E. ANGELES, MME

ROSALIA P. PINLAC, MEM, LPT

AYREENLEE E. RESUS, MEM MINERVA C. PIEDAD, MEM, LPT

CHERRY E. ANGELES, MME

This thesis RELATIONSHIP OF MATHEMATICS ANXIETY AND ACHIEVEMENT IN

MATHEMATICS OF GRADE 9 STUDENTS IN LUCSUHIN NATIONAL HIGH SCHOOL

S.Y. 2018-2019 prepared and submitted by Jewelyn V. Dimapilis, Genelyn D. Fenol,

Geraldine M. Gonzales, Maedy P. Landicho, Pio Dhave A. Monteverde, Angelica G.

been examined and is recommended for Oral Examination.

ASST. PROF. CHERRY E. ANGELES, MME

ROSALIA P. PINLAC, MEM, LPT

AYREENLEE E. RESUS, MEM MINERVA C. PIEDAD, MEM, LPT

CHERRY E. ANGELES, MME

patience and encouragement that they had given to them;

criticisms for the betterment of this study;

To Mrs. Rosalia P. Pinlac, Mrs. Ayreenlee E. Resus, and Mrs. Miner M.

for validating their research instrument;

To Ms. Angelic P. Pastoral for helping them in statistical treatment of data;

To Mr. Jeffrey E. Chan for criticizing and revising their study.

This is to certify that the researchers work presented in this thesis,

RELATIONSHIP OF MATHEMATICS ANXIETY AND ACHIEVEMENT IN

MATHEMATICS OF GRADE 9 STUDENTS IN LUCSUHIN NATIONAL HIGH SCHOOL

acknowledgement were made.

JEWELYN V. DIMAPILIS GENELYN D. FENOL

GERALDINE M. GONZALES MAEDY P. LANDICHO

PIO DHAVE A. MONTEVERDE ANGELICA G. PLATERO

RONEL P. REDRUCO MARY ANN H. ROMERO

PRINCESS NATASHA G. SALANGUIT

Title : Relationship of Mathematics Anxiety and Achievement in

Researchers : Dimapilis, Jewelyn D.

Degree : Bachelor in Secondary Education Major in Mathematics

Institution : Polytechnic University of the Philippines

Adviser : Cherry E. Angeles, MME

Mathematics anxiety impedes learning and success in mathematics and could be a

hindrance for both teachers and students.

Achievement in Mathematics to tell whether if mathematics anxiety affects the

achievement of the students in Mathematics. In this study, researchers used the

achievement in Mathematics of Grade 9 students. A survey was administered and the

responses given were used to determine Mathematics anxiety.

Correlation Coefficient or (r – test) to determine the relationship of the independent

mathematics anxiety has significant relationship with achievement in mathematics of

Grade 9 students with slight correlation to each other.

anxiety that the students have.

CHAPTER 1 – The Problem and Its Setting

CHAPTER 2 – Review of Literature and Studies