CHAPTER 1

INTRODUCTION

Although anxiety-related responding is associated with performance deficits on various cognitive and
behavioral tasks, research exploring the relation between anxiety and IQ performance is equivocal and
characterized by methodological limitations. In the present study, 80 undergraduate students completed a
battery of self-report anxiety. Physiological data were also recorded. Using multivariate statistical
procedures (factor analysis, path analysis, multiple regression) that explored relations among testing
anxiety, general anxiety, physiological and online anxiety, only testing anxiety (negatively) and heart rate
reactivity (positively) accounted for significant unique variance in predicting performance IQ. The negative
impact of testing anxiety was particularly relevant to the block design and picture arrangement sub-tests
and heart rate reactivity positively was associated with performance on the digit-symbol coding sub-test.
Study limitations are presented and results are discussed within the context of deficit and interference
models such as processing efficiency theory.

According to Lai Y, Zhu X, Chen Y, Li Y (2015)Mathematics is one of the most objective, logical, and
practical academic disciplines. Yet, in addition to cognitive skills, mathematical problem solving also involves
affective factors. In the current study, we first investigated effects of mathematics anxiety (MA) and mathematical
metacognition on word problem solving (WPS). The results indicated that mathematical meta cognition mediated
the effect of MA on WPS after controlling for IQ. Second, we divided the children into four mathematics
achievement groups including high achieving (HA), typical achieving (TA), low achieving (LA), and mathematical
learning difficulty (MLD). Because mathematical meta cognition and MA predicted mathematics achievement, we
compared group differences in meta cognition and MA with IQ partial out.. These results provide insight into factors
that may mediate poor WPS performance which emerges under pressure in mathematics. These results also suggest
that the anxiety during learning mathematics should be taken into account in mathematical learning difficulty
intervention

Local context

This study was conducted in an undergraduate level to determine the effects of e-learning
particularly in analytic geometry if it can lessen the common fear of Filipino students to mathematics.
Just because teen age students used to engross themselves with the use of technology specifically
computers, this study will investigate if math anxiety will be lessened if mathematics subject will be
taught using e-learning thus improving student academic performance.

School Context

In Cielito Zamora Junior High School many of the suffer mathematics anxiety that is the caused failing
grades of the students . Many of the grade 10 students cannot get their certificate of completion because
of the math anxiety.
STATEMENT OF THE PROBLEM

As a researcher our aim on this research is how we can reduce the mathematical
anxiety of the students. Many of the students suffer math anxiety causes them to have a failing
grade.

 In what way we can reduce the math anxiety?

 What will be the possible effects of mathematical anxiety on the academic performance
of the Grade 10- students ?
 How may be the findings be utilized in crafting an informational video to lessen the
negative effects of mathematical anxiety?

Theoritical Framework
Conceptual Framework

INPUT PROCESS OUTPUT

 The Impacts of  The data will be  An informational
Mathematics Anxiety gathered through video helps to lessen
on the Academic the use of a the mathematical
Performance of the questioner made by anxiety of the
Grade 10- Students of the researcher. students.
Cielito Zamora High
School S.Y. 2019-
2020.

Significance of the Study

Scope and Limitations of The Study

 A. It is all about the mathematical anxiety which many of the students suffer from it. That
is the reason why they have the failing grade in Mathematics.
B. 100 Grade 10 Students is our total number of respondents
C. Cielito Zamora Junior High School
D. S.Y. 2019-2020

Definition of Terms
Mathematics Anxiety -in terms of its (debilitating) effect on mathematical performance. They
have observed that the feeling of tension and anxiety interfere with manipulation and solving the
mathematical problems in a wide variety of ordinary life and academic situations.
Academic achievement or (academic) performance is the extent to which a student,
teacher or institution has achieved their short or long-term educational goals.