STUDENT'S MATH ANXIETY AND THEIR PERFORMANCES

Researchers:
Corbo, Katrina M.
Elejan, Lyki Chanen R.
Entrampas, Ma. Eva E.
Monares, Beatriz P.
Pable, Alfred S.
Delapena, Rovejin P
Fuentes, Eva Mae
Ochea, Verna Mae L.
Pacaldo, Reanbrant R.
Rondero, Mich Rose

ABSTRACT
The purpose of this study is to determine the math anxiety of the students from UCLM
College of Teacher Education and its relation to their performance in mathematics subject.
This study used a descriptive correlation survey method to determine the relationship
between students' math anxiety concerning their math performance, with the selected
freshmen students of the College of Teacher Education of the second semester school year
2019-2020 as respondents and was conducted at the University of Cebu, Lapu-Lapu, and
Mandaue. The research found that students ages 27 to 29 possessed the highest anxiety level
and low performance level among the other age category of the respondents. Male and
Female students showed only a little difference between their level of anxiety and
performance. Lastly, in the category of specialization/ major of the respondents, BEED
ranked first in the level of anxiety and exhibited poor performance. Therefore, gender is not
an issue in the level of anxiety and its performance in math. The researchers conclude that the
higher the anxiety the lower the performance. Seminars and tutorials incorporated with
mathematical games and relaxing music can ease the students’ anxiety.
Keywords: Math, Anxiety, Performance, Math Anxiety, Math Performance

INTRODUCTION
Every person has his/her differences, like every person is unique. We have our standards,
abilities, capabilities, likes, and dislikes, capable of doing things based on our perception and
self-assessment. We do things that might give us happiness and pleasure; in the other way
around, we do not like to do the things that we do not like. But there are situations that need
to face for us to grow and adapt to what is required in order to be done, for our good, and the
best of our future. What if that good becomes your enemy, gives you pressure, gives you
stress, and becomes your anxiety?
In school, there are different kinds of stress exist. In that case, most of the time, students
are prone to anxiety. One of the most common concerns that would affect students is math
anxiety. Among first-year students in the College of Teacher Education, take fewer math
courses, and avoid elective math coursework as early as secondary level. These choices
influence the further development of knowledge and skills as well as attitudes and self-
estimation as they relate to math.
As a result, at a later age, students with higher levels of math anxiety regard themselves as
less able in math and expected to do badly in exams (Silke Luttenberger, Sigrid Wimmer, and
Manuela Paechter, 2018). Based on the number of enrollee in College of Teacher Education
in the University of Cebu, Lapu-Lapu and Mandaue, there is only 5.2% of freshmen students
out of two hundred ninety (290) who have enrolled in the degree program of Bachelor of
Secondary Education major in Mathematics in the second semester of the school year 2019-
2020. That is why math anxiety is real and can happen to anyone at any age, regardless of his
mathematical ability. Since mathematics is perhaps the most abstract among academic
subjects, many students dislike and avoid it (Bantiding 2009). Many of the students consider
Mathematics subject as the challenging subject of all.
They might tend to describe the issue as a hindrance to their studies. Some of the students
show uninterested and insane in dealing with the issue of Mathematics. They did not even
realize the importance of the issue to their daily lives. How Mathematics makes life more
comfortable? Considering that in all we do, there is always an application of mathematics.
Just like counting on how many hours will it take to travel from your house to school.
How much money do we need to buy five (5) pieces of bread for breakfast? These simple
situations will justify and indicates how vital mathematics in our lives. It is within the student
on how he/she deals with the subject. Geist (2010) stated that math anxiety and negative
attitudes towards mathematics are severe obstacles for children in all levels of schooling.
Researchers want to study math anxiety to answer the following questions: to see the
correlation between math anxiety and its effect on students’ performances; how to increase
the performance level of the students in dealing with mathematics and relieve students from
math anxiety. Hence, this study seeks to examine how fearful College of Teacher Education
students at the University of Cebu Lapu-Lapu and Mandaue (UCLM) towards mathematics,
to examine its effects on their mathematics performance, and to surface causes for their fear.
Furthermore, it is intriguing to study this phenomenon at the University of Cebu Lapu-Lapu
and Mandaue (UCLM) for us to know the problems and effects of this Mathematics anxiety
on students' academic achievement. When we get enough data in this investigation, we may
provide and formulate some actions and solutions for this anxiety.

This research study is aligned on the Deficit theory, Debilitating Anxiety Model,
Deleterious Anxiety Model, and Reciprocal Theory. Deficit theory of education posits that
students who differ from the norm in a significant way should be considered deficient and
that the educational process must correct these deficiencies. The idea of deficit theory
suggests that people who start with more unsatisfactory math performance are more likely to
develop anxiety about math. The students with weak math performance will more likely tend
to increase their math anxiety (Carey, E., Devine, A., &Szucs, D. (2016)).
Debilitating Anxiety Model is when Math Anxiety reduces performance by causing
avoidance of math-related situations and cognitive interference. When students had a
negative experience in Math, they tend to avoid any situations involving math that leads them
to have high anxiety.
Deleterious Anxiety Model conveys that the link between math anxiety and math
performance is driven by anxiety annihilating consequences on learning and remembering
math skills. The students with weak math performance will more likely tend to increase their
math anxiety. In other words, students with high math anxiety will decrease math
performance (Carey, E., et al. (2016)).
Reciprocal Theory is the mixture of evidence for each of the two theories suggests that
they might both play a part in the relationship between math anxiety and performance. That
is, math anxiety might cause decreased performance, and more unsatisfactory performance
might arouse math anxiety (Carey, E., et al. (2016)).

These theories will be some of the basis, which suggests that the relationship between
math anxiety and math performance operates in both directions. (Carey, E., et al. (2016)).
 Many overlooked math as a dilemma. According to some research, math anxiety is
described as the fear of solving numbers that cause an inability to deal with math in a variety
of situations. Many studentis do not like math. It causes unpleasant emotion which affect
their ability to perform. In early age, one distinguishes math anxiety. What causes math
anxiety? Some studies have investigated the environmental factors like parents, teachers,
peers who expose negative attitudes on math may lead to math anxiety.
Time tests impose on students lead them to feel anxious due to fear of failure. In other
words, math anxiety is related to negative experiences from the past. Embarrassment from
inability succumbs anxiety. Despite the different factors, personal experiences with math play
a significant role. Individuals that lack support from parents that is math-anxious (Beilock et
al. (2010)) and math-anxious teachers (Maloney et al. (2015)) lead to math anxiety.
Negative life experiences and wrong teaching methods can develop into anxiety. Once the
individual is stressed just by thinking math alone. Either has a passive behavior or lacks
confidence or gets panic during the test; these symptoms describe a math-anxious person.
How to overcome math anxiety? One can get a tutor to enhance solving ability.
Make math fun to learn and be optimistic that you can solve the math problem just as
others do. Given that math anxiety can prevent performance even for individuals with high
aptitude, it is essential to investigate under what circumstances precise mechanisms are
involved in the invasion of fear in performance.
It discussed the different data texts from the potential participants. From the analysis and
interpretation of data, it concluded that students, teachers, and parents must play an important
role as key and provider of a sound environment for improvement of pass rate, respectively.
Teachers lack of linkage between new mathematical concept and previously learned
mathematics structure, mathematics anxiety, negative feeling of mathematics, economic
condition and their educational backgrounds, school management system, lack of
infrastructure of school and lack of regular assessment system of school are primary causes of
difficulties in learning mathematics (Acharya, B. R. (2017)).
Fear of math impacts students as early as the first grade by affecting their working basic
cognitive process. Some significant causes of math anxiety include the pressure caused by
time limits on tests; the deadlines that timed tests to implement on students lead them to feel
nervous. These will lead them to forget concepts that they have no problem remembering at
home. Since these tests can affect grades, the students' fear of failure is confirmed. These will
create a vicious circle that can be difficult to break.
The fear of public shame in math anxiety has also been linked to negative emotions from
the past. If a student was being scolded for getting a wrong answer, it can make his or her
anxiety worse. The same is true if he or she has been embarrassed in front of others.
Influence of teacher; students can also bring upon their teacher’s feelings about math. If a
teacher is excited and positive about math, the students will be as well. But if educators are
negative about it, it can have the opposite effect (Oxford Learning,2017).
The following symptoms of math anxiety are various mental states when doing or thinking
about math. Even thinking about the subject of math is enough to cause stress to the student.
Passive behavior is when the student is either frighten of failure or simply thinking about
math brings so many negative feelings, that he or she is reluctant even to try. A feeling of
being unsocial; the student feels that he or she is the only one incompetent of finding the
answer, also if the math is extremely complicated. A feeling of permanency; the student
begins to believe that he or she is naturally bad at math and always will be, so he or she gives
up trying to improve.
Lack of confidence; the student expects never to know the answers to math questions, so
the student depends on other people to do the math for him or her. An example of this is
expecting his or her parents to support with schoolwork. Panic during exams or when called
on to answer questions. The classroom becomes a significant source of stress for the student,
especially when he or she is taking an exam or expected to contribute in class (Oxford
Learning, 2017).
Students related factor is one of the essential aspects of a high failure rate in mathematics
plays a vital role in a teaching-learning process. Without students’ interest in the teaching-
learning actives, there is no possibility to achieve knowledge in the subject matter. Students'
achievement depends on their needs, interest, practices, and seriousness in the subject matter.
Students’ related factors include mathematics anxiety, prior knowledge of students, and
student labor in learning mathematics (Bed Raj Acharya, 2017).
According to Finlayson (2014) math anxiety is commonly linked with the different kinds
of pedagogy experienced in the classroom, which often focuses on memorization and
recitation.
Their early math pedagogy may have been from teachers who were nervous of
themselves, and thus over-compensated by emphasizing a black-and-white, right-or-wrong
approach. Most people have had negative math experiences such as trouble or humiliation
from failure, teachers who are affect-less or thoughtless, negative attitudes about math from
peers or family, and custom rote learning rather than understanding the processes. Math,
therefore, triggers negative thoughts and memories so many math-anxious students will avoid
math. These could mean avoiding subjects or modules they think contain math (including
statistics) or in situations where they must study math, avoid studying until the last minute.
In this study, environment-related factors refer to the teaching-learning environment and
home environment. The teaching-learning environment indicated that the situation inside the
classroom. The home environment shows the family environment. These different
environmental factors determine the student’s activities in learning. Also, the learning
achievement of students guides their family’s environment and school environment in this
section.
The researcher emphasized environmental factors include the teaching-learning
environment and home environment of students, which affect students' pass in mathematics.
Parents related factors are one of the essential aspects of students' pass in mathematics.
Parents' role plays essential in their children's education. Almost all children's education
depends on their family background and parents’ economic status. The home is the first
school of the children and the second is school. The home environment affects directly on
child school of the children's education (Bed Raj Acharya).
According to Zemelman, Daniels, and Hyde (2015), we need to use best practices in
teaching math to make math instruction most effective, things such as use of manipulative
(concrete math), cooperative group work, discussion of math, questioning and making
conjectures, justification of thinking, writing in math: thinking, feelings, and problem-
solving, content integration and real-life application, use of calculators, computers, and all
technology, being a facilitator of learning, assessing learning as a part of instruction, and
problem-solving approach to teaching (Joseph M. and Marinas, Carol A. (2016)). You can
also use incorporating the NCTM and State/Common Core Math Standards into the
curriculum and instruction, discussing feelings, attitudes, and appreciation of mathematics
with students. Other strategies to improve your learners performance in the classroom are the
following: positive reinforcement where students cope with the fear of math need to feel that
they can stand out at math; review schoolwork with your child and point out all the questions
he or she got correct; emphasize the right answers rather than errors and if possible, surround
the student with positive teachers and students; get a tutor since teachers can have a
significant impact on a student’s emotion towards math even if the teacher is avid about
math; supplement education with a qualified tutor can provide personal attention that is hard
to get at school, and re-frame anxiety which gives improvement in mathematics performance
that a student will write down his or her worries about math before doing it to realize their
fears unfounded (Oxford Learning, 2017).
This study aims to determine the Math anxiety of students from UCLM College of
Teacher Education and its relation to their performances in Mathematics subject. The
findings of which served as bases for a proposed intervention plan. Specifically, this answer
the following: (1) What is the profile of the respondents in terms of age, gender and
specialization? (2) What is the level of anxiety of the respondents towards Math? (3) What is
the level of performance of the respondents in Math subjects? (4) Is there a relationship
between the level of their anxiety and performance in Math? (5) Based on the findings on the
study, what intervention plan maybe proposed?
Null Hypothesis: There is no significant relationship between the levels of anxiety and
standards of performance.
METHODOLOGY
This study uses the descriptive correlation survey method in determining the
relationship between math anxiety of the students with regards to their performance on the
test questionnaire prepared.
The researchers administered in the University of Cebu, Lapu-Lapu, and Mandaue,
College of Teacher Education, in the second semester of the school year 2019-2020.
The selected students of the College of Teacher Education at the University of Cebu,
Lapu-Lapu, and Mandaue were the respondents of the study, preferably the freshmen
students in the second semester of the school year 2019-2020. The researchers come up
with 168 total number of respondents by using Slovin Formula, where: n= the number of
respondents to be surveyed, N= the total population of 1st year and e= the margin error.
And by using a stratified sampling test it comes up with 17 Filipino majors, 9 Math majors,
76 English majors, and 66 BEED students.
This research study used two assessment tools to determine the student’s level of math
anxiety and the student’s level of performance. The first tool to be utilized that measures
the students' math anxiety was utilized from Mathematics Self-Efficacy and Anxiety
Questionnaire (MSEAQ) (Diana K. May 2009). This scale is a 5-point scale questionnaire
from Never (1) to Usually (5). The second tool used is a Typical Mathematics Curriculum
Measurement (Students Level of Performance) that served as the basis to measure the level
of student’s math performance.

RESULTS and DISCUSSION

Anxiety is one common problem of the students in solving mathematical operations and it
 can cause a big impact on their performances. Hence, knowing their level of anxiety and its
correlation with their level of performance can give strategies for the possible implementation
to combat with the students’ anxiety and improve their performances in math. With this, here
are the results:
Table 1. Demographic Profile of the Respondents

PROFILE CATEGORY FREQUENCY PERCENTAGE

18-20 140 83%
21-23 17 10%
AGE 24-26 7 4%
27-29 1 1%
30 – above 3 2%
TOTAL n=168 100%
GENDER MALE 34 20%
FEMALE 134 80%
TOTAL n=168 100%
MAJOR BEED 66 39%
BSED – MATH 9 6%
BSED– 17 10%
FILIPINO
BSED – 76 45%
ENGLISH
TOTAL 168 100%

The table shows the demographic profile of the 1st year College of Teacher Education
students in terms of age, gender, and their specialization. In the age category, most of the
respondents were from the ages of 18-20 years old, with a percentage of 83%. In the gender
category, the respondents were mostly female, with a percentage of 80%, and in the
specialization category, most of the respondents were from English Majors, with a percentage
of 45%.
The researchers used Slovin Formula (n = N/(1+Ne^2)) in getting the number of
respondents out of the total population. Then, the researchers used the Stratified Sampling
Test to determine the number of respondents by each specialization.
Table 2. Respondents’ Level of Math Anxiety (calculated using Microsoft excel 2016)

PROFILE CATEGORY FREQUENCY MEAN DESCRIPTIO INTERPRETATION

N
18-20 140 3.59 Often High Anxiety
21-23 17 3.53 Often High Anxiety
AGE 24-26 7 3.33 Sometimes Moderate Anxiety
27-29 1 3.93 Often High Anxiety
30 – above 3 2.82 Sometimes Moderate Anxiety
TOTAL n=168
MALE 34 3.57 Often High Anxiety
GENDER
FEMALE 134 3.53 Often High Anxiety
TOTAL n=168
SPECIALIZATION BEED 66 3.62 Often High Anxiety
BSED–Math 9 3.35 Sometimes Moderate Anxiety
 BSED– 17 3.36 Sometimes Moderate Anxiety
Filipino
BSED– 76 3.59 Often High Anxiety
English
TOTAL 168
GWA 3.56 Often High Anxiety

The table shows the level of anxiety on the respondents in terms of age gender and
specialization. A computed mean of each category with the description and interpretation.
The result shows that the highest level of anxiety is from the ages 27-29 with a mean of 3.93
and the description of often. The ages ranging from 30-above has the lowest level of anxiety
with a mean of 2.82 and the description of sometimes. The data indicates that ages 27-29
years old are of high risk of Math Anxiety.

In the gender category, it shows that their mean of anxiety is almost close to each other,
thus they only have little differences to each other. In the specialization category, the BEED
has the highest level of anxiety with the mean of 3.62 and the description of often with its
interpretation of high anxiety and the BSED-Math has the lowest level of anxiety with the
mean of 3.35 and the description of sometimes with its interpretation of moderate anxiety.

Math anxiety is not limited to a minority of individuals nor to one country (Beilock and
Willingham, 2014). Hence, anxiety in math can happen at any age where it can produce
various factors that leads to math anxiety.

With the presented results of the gathered data, most of the respondents have high math
anxiety and the least of them have moderate anxiety. There is no doubt that math makes some
students very anxious. This problem can begin as early as elementary school, and might be
prompted both by genuine concerns-the student perceives that his or her math skills need
work-and by social cues that subtly convey the message that math should be feared (Beilock
and Willingham,2014).

The following symptoms of math anxiety are various mental state, when doing or
thinking about math. Even thinking about the subject of math is enough to cause stress to the
student. Passive behavior is when the student is either frighten of failure, or simply thinking
about math brings so many negative feelings, that he or she is reluctant even to try. A feeling
of being unsocial; the student feels that he or she is the only one incompetent of finding the
answer, also if the math is extremely complicated. A feeling of permanency; the student
begins to believe that he or she is naturally bad at math and always will be, so he or she gives
up trying to improve.
Table 3. Respondents’ Level of Math Performance (calculated using Microsoft excel 2016)

PROFILE CATEGORY FREQUENCY MEAN DESCRIPTIO INTERPRETATION

N
AGE 18-20 140 7.97 Below Average Low Performance
21-23 17 7.88 Below Average Low Performance
24-26 7 6.57 Below Average Low Performance
27-29 1 4 Deficient Very Low
Performance
 30 – above 3 7.67 Below Average Low Performance
TOTAL n=168
MALE 34 7.74 Below Average Low Performance
GENDER
FEMALE 134 7.84 Below Average Low Performance
TOTAL n=168
BEED 66 6.5 Below Average Low Performance
9 12.33 Average Moderate
BSED–Math
Performance
SPECIALIZATION BSED– 17 9 Below Average Low Performance
Filipino
BSED– 76 8.29 Below Average Low Performance
English
TOTAL 168

The data shows the level of performance of the respondents’ age, gender and
specialization. In the age category, it shows that ages ranging from 27-29 years old has the
lowest performance with a mean of 4 and the description of deficient with its equivalent
interpretation of very low performance. The highest level of performance were ages ranging
from 18-20 years old.
In the gender category, the level of math performance in male and female are close to each
other where male has a mean of 7.74 and the description of below average and its
interpretation of low performance. The female has a mean of 7.84 and the description of
below average with its interpretation of low performance.
In the specialization category, the BEED has the lowest performance with a mean of 6.5
and the description of below average with its equivalent interpretation of low performance.
The highest level of performance is from the BSED-Math with a mean of 9 and the
description of average with its equivalent interpretation of moderate performance.
Since mathematics is perhaps the most abstract among academic subjects, many students
dislike and avoid it (Bantiding 2009). As a result, at a later age, students with higher levels of
math anxiety regard themselves as less able in math and expected to do badly in exams (Silke
Luttenberger, Sigrid Wimmer, and Manuela Paechter, 2018). Consequently, as the students
reached in college, some of them felt anxious when having math subjects and some of them
hate it for they serve it as a hindrance on achieving a passing grade.

Mathematics is mostly hated among adults because of their school experiences, and most
adults avoid mathematics at all costs (Boaler, 2008). She continues to explain that adults need
to think more mathematically to survive in our society. Having the long gap of years before
proceeding to college causes them to be felt worried of not able to remember their learning
from the past and may already hated math since then due to their negative experiences from it
in which, it leads to have a low performance in math.
Hence, memories of poor math performance generate math anxiety based on the concept
of the Deficit Theory (Cambridge Mathematics,2017). Poor prior knowledge in basic
mathematical operations can lower down the math performance of the students when they
reached in a higher level. However, applying an affective way in teaching such as motivating
students in school may boost their performance in math and will lessen their math anxiety.
Table 4 Correlation Ratio of Respondent’s Gender and Specialization to Math Performance
using ETA

Value
Gender Dependent .292
Nominal ETA .019
by Interval Math Performance Dependent
Specialization Dependent .482
Nominal ETA .350
by Interval Math Performance Dependent

The table shows the correlation between the respondent’s gender and specialization to
their math performance. The correlation coefficient of r = 0.019 shows very weak correlation
between gender and mathematics performance. The ETA squared for shows small effect. It
means that the degree of relationship between the two variables is weak. Thus, the degree of
their association is low. Therefore, it is not significant.
The correlation coefficient of r = 0.35 shows weak correlation between specialization and
mathematics performance. The ETA squared of shows small effect. It means that the degree
of relationship between the two variables is weak. Thus, the degree of their association is
low. Therefore, it is not significant.
If both genders are given proper orientation, opportunities and training, gender will never
be an issue in mathematics performance (Josiah and Adejoke, (2014)). With this, there are no
gender differences with regards to the math performance of the students. Having a low
performance in math due to various instances gives a huge impact to the students as it affects
their grades in school. By that, finding the supplement to the common problem of the
students may improve their performances in math.
As what the results of the data showed, the specializations chosen by the students is not
an issue with regards to their level of math performance. Having a bad performance in
math can happen to anyone. Furthermore, their specializations are not the bases to
determine their performance level in math. Teachers lack of linkage between new
mathematical concept and previously learned mathematics structure, mathematics anxiety,
negative feeling of mathematics, economic condition and their educational backgrounds,
school management system, lack of infrastructure of school and lack of regular
assessment system of school are primary causes of difficulties in learning mathematics
(Acharya, B. R. (2017)).
Table 5. Correlation of Respondent’s Math Anxiety and their Performance using Pearson
Correlation

Math Anxiety Math Age

Performance
Pearson Correlation 1 -.342** -.131
Math Anxiety Sig. (2-tailed) .000 .090
N 168 168 168
Pearson Correlation -.342** 1 -.085
Math
Sig. (2-tailed) .000 .276
Performance
N 168 168 168
 Pearson Correlation -.131 -.085 1
Age Sig. (2-tailed) .090 .276
N 168 168 168
**. Correlation is significant at the 0.01 level (2-tailed).

The table shows the Correlation and P-value between Math Anxiety and Math
Performance, Math Performance and Age, and Math Anxiety and Age at of 0.01 level of
significance. The Math Anxiety and Performance p-value (0.00) < of 0.01, reject the null
hypothesis, which means that they have significant relationship to each other. Math
Performance and Age p-value (0.276) > of 0.01, which means that they have no significant
relationship to each other. And the Math Anxiety and Age p-value (0.09) > of 0.01, which
means that they have no significant relationship to each other.
In the concept of debilitating theory, math anxiety reduces performance by causing
avoidance of math-related situations and cognitive interference. Having directly some
negative perspective in math can lower down the performance of the students which caused
to avoid and turning down their interest in math. Moreover, there are possible instances
happened to the students which causes their high anxiety and low performance in math and it
depends to the situation they had been to. Hence, the age of the students is not an issue with
regards to their level of anxiety and performance in math.
Thus, the deleterious anxiety model conveys that the link between math anxiety and math
performance is driven by anxiety annihilating consequences on learning and remembering
math skills (Carey, E., et al. (2016)) . Bad learning experiences and poor in remembering
math, affects the performance of the students and it at the same time drives to their anxiety in
math. In reciprocal theory, higher anxiety contributes to poor performance, poor performance
contributes to higher anxiety (Cambridge Mathematics (2017)). With the concept of this
theory, it indicates that students may have either starts with the poor performance they had
which it drives to their math anxiety or they starts with an anxiety which it drives to have
their low performance in math and vice versa.
CONCLUSION/RECOMMENDATION
The researchers found out the following:
• The ages 27-29 has the highest anxiety and the lowest in performance.
• Gender is not a factor in determining the level of anxiety and its performance in Math.
• The BEED has the highest anxiety level and its performance in Math.
• If the anxiety is high, the performance is low.
• Reinforcement plan to lessen math anxiety.

Reinforcement Plan to Lessen Math Anxiety

Areas of Persons Source of Time Expected Actual
Objectives Strategies Budget Remarks
Concern Involved Budget Frame Outcomes Accomplishment
Understanding Describe Seminar/  Students P5,000 Facilitator’s First The students
Anxiety situations, Forum  Guidance Own Semester will be able to:
thoughts, feelings, Practitioner/ Expense (June)  Fully
and action Speaker understand
associated with  Math about their
 anxieties and Instructors math anxiety
worries, their 2 hours  Identify the
impact on possible
functionality and
factors
attempts.
contributing
Verbalize an to their
understanding of anxiety and
the cognitive, the ways how
physiological and to resolve it.
behavioural
components of
anxiety and its
treatment.

Discuss the
different types of
anxiety and
further
explanation about
it.

Managing Identify, Use of  Facilitator/ P 3,000 Facilitator’s 10 hours of The students

and Reducing Challenge and Relaxing Researcher Own completion will be able to:
Anxiety replace biased, Music  Students Expense (per  Enjoy the
fearful self-talk  Math student) process of this
with positive, Instructors plan.
realistic and
empowering self-  Reduce and
talk. Tutorial manage their
math anxiety
Learn and
implement
calming skills to Assessment
reduce overall
Integrated
anxiety and
with games
manage anxiety
symptoms.

CONCLUSION
The researchers conclude that the first-year students in the college of teacher education is
anxious in math. Hence, their anxiety causes them to have a lower performance in math
which as well drives them to get more worried, pressured and afraid of learning math.
RECOMMENDATION
Tutorial incorporated with mathematical games and relaxing music is one of the best ways
to help students who are having a hard time in solving or operating any mathematical
operations with the help of math major students and math instructors so that they can easily
reframe anxiety as excitement. Conduct seminars for the students to deeply understand what
math anxiety is.
 REFERENCES
A. Books

Finlayson, M. (2014). Addressing math anxiety in the classroom. Improving Schools, 17 (1),
99-115.

A. Journal

Acharya, B. R. (2017). Factors affecting difficulties in learning mathematics by

mathematics learners. International Journal of Elementary Education, 6(2), 8- 15.

Furner, Joseph M. and Marinas, Carol A. (2016) "Mathematics Anxiety in Society: A

Real Phenomena and a Real Solution."

Geist, E. (2010). The anti-anxiety curriculum: Combating math anxiety in the classroom.
Journal of Instructional Psychology, 37(1), 24-31.

A. Publish Studies/Thesis

Beilock S. L., Gunderson E. A., Ramirez G., Levine S. C. (2010). Female teachers' math
anxiety affects girls' math achievement. Proc. Natl. Acad. Sci. U.S.A. 107.

Beilock S. L., Maloney E. A. (2015). Math anxiety: A factor in math achievement not to be
ignored. Policy Insights Behav. Brain Sci. 2, 4–12.

Luttenberger, S., Wimmer, S., & Paechter, M. (2018). Spotlight on math anxiety.
Psychology research and behavior management, 11, 311.

Maloney, E. A., Ramirez, G., Gunderson, E. A., Levine, S. C., & Beilock, S. L. (2015).
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