Journal of Humanities and Education Development (JHED)
ISSN: 2581-8651
Mathematics Anxiety and Self-Efficacy: A
Phenomenological Dimension
Reyes, Joseph D.
Philippine Normal University, Manila
joseph_reyes2012@yahoo.com/0927-0423-555
Abstract— A descriptive phenomenological research
approach enabled the researchers to explore students’
views about their ways of learning Mathematics. This
method also helped to answer what was going on in
particular learning that participants’ experience with
regards to their anxiety and self-efficacy. This particular
study included narratives of nine students who not only
provide a deeper understanding about the important role of
emotions in Mathematics, but also provide teachers with a
resource to help motivate students to improve academic
achievements. Using self-efficacy and anxiety, and
subthemes: students’ effort, teachers’ coping techniques,
physical and emotional feelings, and learning environment
and past academic performance, the researcher postulated
a general theory in the phenomenological study on anxiety
and self-efficacy that: “Mathematics self-efficacy is
connected to students’ effort and teachers’ coping
techniques while anxiety is connected physical and
emotional feelings and learning environment and past
academic performance among the participants.”
Keywords— Phenomenological, anxiety, self-efficacy,
performance, mathematics.
I. INTRODUCTION
There are so many factors that influence students’
performance aside from teachers’ factors, and psychological
factors within motivation and ability. Mathematics anxiety
is seen to be as factor affecting low students academic
performance (Kumar & Karimi, 2010).
At the same time, Xu (2004) defined mathematics
anxiety as a feeling of tension, dislikes, frustration and fear.
It is a disabling condition on students’ struggles in
Mathematics. This is an evident as the state of discomfort
that urged students to avoid mathematics completely
(Oxford & Vordick, 2006).
On the other hand, as related to Mathematics
anxiety, Mathematics self-efficacy is commonly defined as
individual’s beliefs or perceptions regarding his abilities in
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Mathematics on how he likes to learn and the pace at which
he learns.
Also, according to Higbee and Thomas (1999),
mathematics self-efficacy influenced the performance of the
students. It is suggested that mathematics content is
insufficient for some students to learn mathematics.
With this, the researcher was inspired to learn about
the way in which students learn Mathematics. Based on his
personal experience, the decline in student’s Mathematics
performance or failure to learn Mathematics may be related
to inferior teaching methods. As a result, there might be a
need to understand the source of students’ poor perceptions
of the study of Mathematics before creating any action in
order to alleviate the said source of difficulties.
Therefore, this study offered a group of nine students
the opportunity to share their experiences and feelings in
their Mathematics subject. According to Kaasila (2007),
when personal experiences are told and shared with others,
awareness about your relationship to the subject is gained.
Moreover, engaging in other peoples’ experiences can
further support your own process in understanding your
feelings towards Mathematics (Kaasila, 2007; Lutovac &
Kaasila, 2009).
Therefore, this particular study included narratives of
nine students who would not only provide a deeper
understanding about the important role of emotions in
Mathematics, but also would provide teachers with a
resource to help motivate students to improve academic
achievements.
Mathematics Performance, Anxiety, and Self-efficacy
Mathematics literacy is the ability to understand
and solve problems, communicate, reason out and apply
mathematical problems (NCTM, 1989). Mathematics is one
of the core subjects in the Philippine education in which
pupils find difficulty (Chua, 2006).
As an evident, the students have poor performance
in their national examinations. The National Achievement
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Test (NAT) results for secondary level is as low as 46.38%
while the Trends in International Mathematics and Science
Study (TIMSS) results have shown that the country ranked
39th in Mathematics out of 42 participating countries in
1995, ranked third to the last in 1999 and placed 41st in
among 42 participants in 2003. With this poor performance,
it is important to study the achievement of the students in
secondary education, particularly in the subject of
Mathematics, which is considered to be a key factor for the
development of science and technology as well as for the
growth of a nation (Pangan, 2010).
According to research, there are many factors that
affect students’ performance (Mahanta, 2012). Although,
solution to anxiety is not an easy way, as a teacher, you may
incorporate strategies to your lesson that will lessen the
burden of the students. At that point, students will feel
comfortable (Oxford & Vordick, 2006).
Canonizado (2009) states that if teachers provide
experiences in Mathematics, they will likely to learn the
subject. While, Medina (2005) showed that mathematical
skills are related to sex, with females scoring consistently
higher; to types of high school graduated from, with those
educated from private high school scoring slightly higher
than those from public schools; to attitude towards Math,
with scores significantly getting better with more positive
attitude towards the subject.
On the other hand, the most widely accepted
definition of anxiety is the fear to communicate with either
real or anticipated communication with another person or
persons (Opt & Loffredo, 2000; Pitt, Berthon, & Robson,
2000; Ayres, Hopf & Will, 2000).
Mathematics anxiety is a result of low self-esteem
(Daane, Judy, and Tina, 1986). This is also the idea of fear,
or negative reactions toward interacting with others (Smith,
Nelson, & Smeltzer 1994; McGuire, Stauble, Abbott, &
Fisher, 1995; Beatty & Beatty, 1976). Mathematics anxiety
is related to students feeling tense when working with
numbers or solving mathematical problems (Richardson &
Suinn, 1972).
Feelings of learners towards Mathematics will
depend on the way it is presented, taught, and learnt
individuals (Yenilmez, Girginer, &Uzun, 2007). Thus, it is
very important that motivation will starts at home by giving
students their support, democratic attitude, and a role model
in order to foster confidence in mathematics.
Speaking of motivation, mathematics self-efficacy
is defined as the uniqueness and abilities of an individual to
do organized, detailed and specific work (Pastornno &
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Journal of Humanities and Education Development (JHED)
ISSN: 2581-8651
Vol-1, Issue-1, Jan – Feb 2019
Doyle-Portillo, 2013). Also, self-efficacy can be defined as
the judgment of one’s capabilities to successfully perform a
particular given task (Zimmerman, 2000).
Self-efficacy beliefs are main factors in someone's
decision-making process (May & Glynn, 2008). According
to Margolis and McCabe (2006), self-efficacy is a belief of
one’s individual capacity to achieve his goal. Self-
efficacious students can do difficult task and be intrinsically
motivated. Also, they pointed how students gain self-
efficacy through mastery experiences, verbal persuasion and
emotional state.
At the same time, Fenci and Scheel (2005)
revealed that teachers should engaged different kinds of
strategies in teaching in order to develop students’ self-
efficacy. Research shows that the type of learning
environment and teaching method can improve self-efficacy
in the classroom (Bandura, 1991). A similar result has been
reported by Franci and Scheel (2005) in which teaching
methods can be measured through classroom climate. In
their study, it showed that collaborative learning and
inquiry-based activities have a great contribution to the
students’ self-efficacy development. Bandura also
concluded in his work that cooperative learning strategy
could improve students’ self-efficacy and academic
achievement.
As revealed by Schunk and Pajares (2002), there
are other pedagogies that can help students to improve their
self-efficacy including the teachers’ specific goal in
teaching their lessons, by writing a journal and reflection
paper through portfolio and lastly, by comparing students’
performance to the set goal of the teacher and not by
comparing students to the rest of the class.
Little confidence to do mathematics is the result
for many students who suffer from mathematical anxiety
(Scarpello, 2005). Unwanted past experiences of students in
mathematics classroom, a boring and useless subject as
conveyed by the parents, or even the attitudes of the
teachers may serve as factors that might affect students’
mathematical anxiety (Barnes, 2006)
According to Ashcraft and Krause (2007) that if a
students have difficulty in working memory and a math
anxious person. By looking at these results, one can
conclude that stressful situations undoubtedly have an
impact on math performance. Also, studies do show that
low self-esteem, confidence and efficacy are closely related
to mathematics anxiety (Uusimaki & Nason, 2004;
Woodard, 2004).
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Poor performance in Mathematics has been linked
to an increase in Mathematics anxiety (Furner & Duffy,
2002; Hopkoet.al. 2003). The higher math anxiety will be
the lower math learning, mastery, and motivation. Thus, it is
also of importance that teachers try to focus on increasing
student's self-confidence in Math. If one is constantly faced
with statements such as 'Math is not important in the world'
or 'you are not a Math person,' these statements could
eventually turn into one's beliefs about their own
competency in Math (Chinn, 2008).
According to study by Iossi (2007), strategies for
minimizing anxiety include curricular strategies, such as re-
testing, self-paced learning, distance education, single-sex
classes, and Mathematics anxiety courses.
Regression analyses revealed that Math anxiety
was a significant predictor of performance for girls but not
for boys while, showed that no gender differences emerged
for Mathematics performance but levels of Math anxiety
and Test anxiety were higher for girls than for boys a
negative correlation between Math anxiety and
Mathematics performance has been proven (Devine,
Fawcett, Scuzs, and Dovsker, 2012).
Alsup (2004) concluded that Math anxiety
decreased dramatically for all participants in the study,
when they viewed collectively. Through implementing
interactive and collaborative teaching strategies, he also
found that students became less anxious about Math, more
confident in their ability to teach it, and more empowered as
regards to their own learning.
There are so many studies about anxiety and most
of them are related in the field of educational psychology
(Schwarzer, 1997).
There are studies shows that self-efficacy and
mathematics performance are related. It is in the sense that
if the students have mathematics self-efficacy then there is a
possibility that they have competence to solve mathematics
problems successfully (Kabiri & Kiamanesh, 2004; Liu &
Koirala, 2009).
Similarly, Bong (1998) and Pajares and Miller
(1995) demonstrated academic self-efficacy could be good
predictor of more general or aggregated academic
achievement. And Hall and Ponton (2002) hypothesized
that this finding supported Bandura’s beliefs that
Mathematics achievement is the greatest source of self-
efficacy.
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Journal of Humanities and Education Development (JHED)
ISSN: 2581-8651
Vol-1, Issue-1, Jan – Feb 2019
Mathematics Anxiety and Self-efficacy
According to May (2008), mathematics anxiety
and low self-efficacy impact mathematics education. Based
from the previous studies, these factors influenced students’
mathematics achievement. Thus, it is very important how
self-efficacy and anxiety are related to each other.
In the study of Pintrich (2004), if the students
would not likely to see the value of the task in his life then,
he may not be able to do the task in the first place or might
not be able to appreciate the importance of the topic. Also,
if the tasks are not worthy as compare to the exerted effort
then, students will not do the task even if this is
challenging.
According to study, those students feel low self-
efficacy and poor concentration has a tendency
experiencing cognitive math anxiety (Fennema and
Peterson, 1983).
According to the study of May (2009), those
students who passed their examination were found to have a
higher self-efficacy and lower anxiety that those students
who failed. Thus, it was found that mathematics anxiety is
correlated to self-efficacy.
To sum up, the bottom line behind the concept of
this study was to determine the concepts that contribute to
the respondents’ Mathematics anxiety and self-efficacy. The
respondents of this study were the Grade 9 students of
Telesforo and Natividad Alfonso High School for the
school year 2017-2018.
The first part included their Mathematics anxiety
and self-efficacy, which would be determined through an
interview and analysis to see the connection of the
variables.
At the end of the study, the researcher expected to
determine the specific situation that triggered intense
feelings of students’ math anxiety and the factors that
contributed to the students’ self-efficacy thru the
researcher’s own formulated theory.
Statement of the Problem
This study was a descriptive phenomenological
research for it focused upon the interpretation and
description of the experiences of respondents with regards
to different factors in their mathematics subject.
The overall aim of this study was to gain a deeper
understanding of how and why negative feelings towards
Mathematics emerge and what impact they have on
individuals, particularly in the case of the respondents.
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This study was conducted to give students with
anxiety levels, a voice by attempting to understand what it
is like for them to learn Math and what they believe are the
factors that contribute to and reduce their anxiety as well as
to increase their self-efficacy. Hence, this paper is an
attempt to explore students’ learning with anxiety and self-
efficacy issues in the broader context of Mathematics. The
data collected were analyzed to answer the following
questions:
1. How may the Self-efficacy towards
Mathematics of the respondents be described?
2. How may the Anxiety towards Mathematics of
the respondents be described?
3. How may the connection between Anxiety and
Self-efficacy be described?
4. What theory can be formulated out of the results
of the study?
Scope and Delimitation of the Study
A complete objective stance cannot claim in this
study considering that an interpretation was undeniable due
to the fundamental role of the descriptive phenomenological
research. Although an attempt to be as bias -free as possible
was made, the selection of data was, nevertheless,
influenced by previous experiences and personal opinions.
While every step of the study was carefully planned, where
both research methodological and theoretical considerations
set the base for the understanding of emotional aspects,
defining and gaining an insight in other peoples’ feelings
was difficult and evidently based on interpretations.
Finally, while several methods have been used in
order to verify the findings and reach the purpose of this
study, the limited time frame for finishing the research
needs to be considered. The issue of time was hereby raised
as it restricted the possibility to engage in the lives of the
participants and create the necessary connection in order for
them to feel completely safe and open in sharing personal
experiences and feelings.
A potential weakness of the study was that the data
collection and analysis relied solely upon the actual feelings
of individuals. Also, this study was limited to nine grade
nine students who had been chosen discreetly based on their
grades in Mathematics for the school year 2017-2018.
Another limitation was the researcher familiarity with
participants, each of whom was a former student and
observation doing mathematical explanation during class
sessions. To reach an unbiased perspective of the
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Journal of Humanities and Education Development (JHED)
ISSN: 2581-8651
Vol-1, Issue-1, Jan – Feb 2019
phenomenon under study setting aside personal feelings was
critical.
II. RESEARCH METHODOLOGY
Research Method
An appropriate method for addressing the aim of
the study was a descriptive phenomenological method of
research. Descriptive Phenomenology aims to describe a
person’s actual experiences in an attempt to enrich lived
experience by drawing out its meaning (Holloway 2005).
This research was a pure qualitative data.
On the other hand, a descriptive phenomenological
research approach enables the researcher to explore
students’ views about their ways of learning mathematics.
This method also helped to answer what particular learning
that respondents experience with regards to their anxiety,
and self-efficacy.
The method provided more accurate formulation of
the problem and led the researcher to determine the factors
that contribute to the mathematics anxiety, and self-efficacy
of the respondents. This study was field focused in
Mathematics classroom and appropriately relied on student
documents, interviews, and observations as sources of data.
Respondents of the Study
This study focused on a group of respondents in
connection to their anxiety, and self-efficacy. An interview
was made and later asked to the respondents after the
discussion of the lesson and giving of evaluation.
The respondents of this study were the nine ninth
graders of Telesforo and Natividad Alfonso High School,
Sta. Maria, Sta. Ana, Pampanga, Philippines for the school
year 2017-2018.
The respondents were chosen based on their
performances/grades in the school year 2016-2017. The
researcher chose three respondents who had the lowest
grades, three respondents who got the average grades, and
three respondents who received the highest grades in
Mathematics categorizing them as low, average, and high
performers focusing in a one group of heterogeneous
section.
Names of the subjects were withheld and instead
represented by respondents letters (pseudonyms) arranged
in an order for reason of confidentiality.
Research Instrument
The primary instrument that was used for the
gathering of data was an interview guide composed of two
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questions provided by the researcher with regards to their
anxiety and self-efficacy and had validated to make the
questions reliable.
The interview guide was comprising with two
questions to get the views about specifically how
respondents feels about Math subject, and how do they
perform well in this subject. Respondents were requested to
answer each interview questions and they were allowed to
use on their preferred language for them to explicit well
their thoughts about Mathematics with example. Moreover,
the structure of the interview questions were inspired by the
narrative research approach, and the overall aim of the
study, regarding the understanding of how respondents have
felt about and experienced Mathematics during the
classroom discussion and participation. The respondents
were given sufficient time to answer the questions and had
the chance to reply it on their own; therefore, they had the
opportunity to answer within the context of their own
experience and interpretation. Thus, administering an
interview questions enabled to get detail responses relevant
to research questions. Also, the researchers used a video
recorder to observe the students board discussion in a
certain topic given by the researcher.
Data Collection and Organization
This study focused on a group of respondents in
connection to their anxiety, and self-efficacy. An interview
was also conducted among the respondents after the
discussion of the lesson. Data were collected through nine
individual interview, observation, videos, and with the help
of some related literature and studies.
Procedures for the processing of data were detailed
as follow: notes and all the data from the video were
transcribed immediately following the purpose of the study.
Transcriptions were made while watching the videos.
All the themes and subthemes were actually taken
from the words of the respondents. These were their exact
words and from those it was condensed in order to form
bigger concepts and ideas. Based from the observations,
respondents’ statements, and related literature and study,
findings diverge almost homogeneous results.
Confidentiality was maintained throughout the
transcriptions procedures by utilizing pseudonyms (e.g.
Student 1, Student 2 ... Student 9) to de-identify the data.
This was done after the interview to minimize the risk
disclosure of personal information.
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Journal of Humanities and Education Development (JHED)
ISSN: 2581-8651
Vol-1, Issue-1, Jan – Feb 2019
III. RESULTS AND DISCUSSION
I. Respondents’ Descriptions on Self – efficacy
towards Mathematics
Mathematics self-efficacy is defined as the
uniqueness and abilities of an individual to do organized,
detailed and specific work. (Pastornno & Doyle-Portillo,
2013). Also, Self-efficacy can be defined as the judgment of
one’s capabilities to successfully perform a particular given
task (Bandura 1997; Zimmerman, 2000). These
expectations and beliefs influence whether somebody starts
working on a task and the intensity of the performance
(Pajares & Kranzler, 1995).
Within the self-efficacy, a student effort and
teachers’ coping techniques were revealed. The expectancy -
value theory claimed that the amount of effort expanded by
an individual is directly correlated to the amount of interest
in the task, the perceived likelihood of the success, and the
meaning association with its completion (Wigfield &
Eccles, 2000). The following statements, excerpts from the
individual output of the respondents, support the self-
efficacy.
Respondents were asked about their positive
experiences or feelings in mathematics.
Table 1.1: Students’ Effort
Students’ Effort Number of
Answers
Feeling Proud 2
Enjoy the subject 1
Self-confidence 2
Praises from classmates 1
Total 6
Table 1.1 shows the students’ effort of the
respondents. From the result of the study, two said they feel
proud when they answer math correctly, one said they feel
good and enjoy the subject, two said they have self –
confidence when they understand the lesson, and lastly, one
said they feel good when they receive praises.
The respondents feel good in math if they received
praises and good comments from their classmates and
teachers. The findings on gaining knowledge suggested they
all felt good when they learned the materials.
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Table 1.2: Teachers’ Coping Techniques
Teachers’Coping Techniques Number of
Answers
Teachers Effort 3 Stage Fright/Nervousness
Praises from Teachers 1 Feels Tense
Easy Lesson 1 Lack of Self-confidence
Peer tutoring/ sharing of 2 Total
knowledge
Total 7 feelings of the respondents as regards to their anxiety. From
Table 1.2 shows the teachers’ coping techniques
subtheme of the respondents as regards to their self-
efficacy. From the result of the study, three said they
understand the lesson through teachers’ effort, one said he
felt good when he receives praises from his teacher, one
said he really understand the lesson when it is easy, and the
other two said that the positive experience they felt in math
is that when they share what they learned from their
classmates or peers.
The respondents made comments about teacher’s
coping techniques. All the respondents appreciated any and
all the efforts from their teacher especially when the teacher
explains the lesson clearly. Also, one says that he
appreciated the lesson if the teacher connects the lesson to
his real life situation.
II. Respondents’ Descriptions on Anxiety towards
Mathematics
Mathematics anxiety is related to students feeling
tense when working with numbers or solving mathematical
problems (Richardson &Suinn, 1972). Negative feelings
towards learning mathematics arise as a consequence of a
range of encounters relating to the way mathematics is
presented, taught, and learnt by individuals. Some negative
experiences are in working with teachers, tutors, classmates,
parents or siblings (Yenilmez, Girginer, & Uzun, 2007).
For instance, no one can solve every mathematics
problem and it is quite normal that children would at times
make mistakes while dealing with mathematics. However,
children with such sensitivities might have more extreme
reactions to such errors such believing that they can’t do
mathematics and thus they hate mathematics (Yenilmez,
Girginer, & Uzun, 2007.
In this study, respondents answered the questions
about their negative feelings or experiences in mathematics.
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Table 2.1: Physical and Emotional Feelings
Physical and Emotional Feelings Number of
Answers
2
2
2
6
Table 2.1 shows the physical and emotional
the result of the study, two said they have a stage fright and
feel nervous when they answer Math, two said they feel
tense when they answer concepts about Math, and lastly,
two said they lost their self-confidence when solving Math.
All respondents recognized the impact of lack of
self-confidence and nervousness. Respondents said that they
felt nervous when doing math calculation in front of the
class and they have stage fright when explaining the
solution of the lesson in Math.
Table 2.2: Learning Environment and Past Academic
Performance
Learning Environment and Past Numbe
Academic Performance r of Answers
Embarrassment 3
Feels shy and nervous 1
Teaching 2
Total 6
Table 2.2 shows the learning environment and past
academic performance of the respondents in Math anxiety.
From the result of the study, three said they were afraid
from embarrassment, one said he feels shy and nervous to
solve Math, and lastly, two said sometimes they don’t
understand the lesson.
All the respondents recognized the impact of their
former Math teachers had upon their experiences towards
the study of Mathematics. Respondents said that they can’t
understand the lesson presented by their former teachers
and they were afraid to be embarrassed. One respondent
said that he had been influenced by his teacher resulting to a
negative past experience in Math.
III. Connections between the Respondents Anxiety and
Self-efficacy
This study explored the experiences that students
have about themselves in connection to the study of
Mathematics. From the interview, lists of respondents’
statements were compiled to create a coding system guide.
The statements were grouped together based upon
commonalities. This led to the creation of subthemes that
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 Journal of Humanities and Education Development (JHED)
ISSN: 2581-8651
Vol-1, Issue-1, Jan – Feb 2019
were identified throughout the data collection and analysis Interpretation
process. Table 3 presents the themes and subthemes that “A descriptive phenomenology aims to describe
emerge from the data. persons’ lived experiences in an attempt to enrich live
experiences by drawing out its meaning” (Holloway, 2005).
Table 3: Subthemes of the Data And to better explicate the phenomenon, “Anxiety,
Subthemes Number of and Self-efficacy” certain processes such as selective
Answers coding, and categorizing is essential to immerge into certain
per subthemes.
Subthemes This study explored the experiences that students
1. Self- 1.1 Students’ Effort 6
have about themselves in connection to the study of
efficacy
Mathematics. From the interview, lists of respondents’
1.2 Teachers’ Coping 7
statements were compiled to create a coding system guide.
Techniques
2. Anxiety 2.1 Physical and 6 The statements were grouped together based upon
Emotional Feelings commonalities. This led to the creation of subthemes that
2.2 Learning 6 were identified throughout the data collection and analysis
Environment and Past process.
Academic Performance All the subthemes were actually taken from the
words of the respondents. Based from the respondents’
All the subthemes were actually taken from the statements, and related literature and study, findings diverge
words of the respondents. Based from the respondents’ almost homogeneous results.
statements, and related literature and study, findings diverge Students’ Effort: The respondents feel good in
almost homogeneous results. math if they received praises and good comments from their
classmates. The findings on gaining knowledge suggested
IV. Theory Formulated out of the Results they all felt success when they learned the materials.
Evidence of Quality Teachers’ Coping Techniques: the respondents
Validation of the data collected in the study was made comments about teachers’ coping techniques. All the
maintained by spending time with the respondents; the used respondents appreciated any and all the efforts from their
of thick, rich, detailed descriptions of the collected data; and teacher especially when the teacher explains the lesson
the connection established between the researcher and the clearly.
respondents (Creswell, 2007; Creswell & Miller, 2000). Physical and Emotional Feelings: this factor has a
To make sure that the research was designed in great influence to the respondents’ performance in
ways that protected respondents from harm, access to the Mathematics. Six respondents said that they have fear in
participants was only gained after receiving approval from Math showing that they feel nervous, shiver, and
the school to conduct a research was given a serious emotionally upset when solving mathematics problem.
attention when solving respondents, particularly grade nine Lacking of self-confidence has also have the connection to
students (Creswell, 2007; Glatthon & Joyner, 2005; Hatch, their past embarrassment as experienced from their
2000). teachers.
This phenomenological study allowed respondents Learning Environment and Past Academic
to share their experiences on the study of mathematics. Performance: All the respondents recognized the impact of
Therefore, this particular study that includes the narratives their past performance had upon their experiences towards
of nine students will not only provide a deeper the study of Mathematics. Respondents said that sometimes
understanding about the important role of emotions in they can’t understand the lesson presented by their teachers
Mathematics, not just to provide teachers with a resource to and they were afraid to be embarrassed.
help motivate students to improve academic achievement The researcher thought that respondents’ past
but hopefully also support those readers that might identify academic performance and the learning environment had an
themselves with some of the experiences. effect to their physical and emotional feelings as well as the
teachers’ coping techniques to exert effort in learning
Mathematics.

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With this, the researcher postulated a general
theory in the phenomenological study on anxiety and self-
efficacy that: “self-efficacy is connected to students’
effort and teachers’ coping techniques while anxiety is
connected to physical and emotional feelings and
learning environment and past academic performance”
through the limitation focusing on the experiences and
feelings of the nine grade 9 students.
This theory supports by the study of Canonizado
(2009) that, according to him, students learn and enjoy
Mathematics through the experiences that teachers provide.
And Scarpello (2007) also mentioned the positive influence
an instructor can have on students.
IV. CONCLUSIONS
In the light of the findings of the study, the following
conclusions were drawn:
1. The respondents are more positive about their abilities
when they understand the material. They are more
positive when they received better grades, passed a
test, or were able to work problems.
2. The respondents have noticeable difficulties in
Mathematics. Learning environment and past
academic experience as well as physical and emotional
feelings reflected on having Mathematics struggles.
3. All performers have demonstrated self-efficacy and
anxiety in studying Mathematics.
4. Self-efficacy is connected to students’ effort and
teachers’ coping techniques while anxiety is connected
to physical and emotional feelings and learning
environment and past academic performance.
V. RECOMMENDATIONS
The results of this phenomenological study
provided information that could be practically applied in the
Mathematics education setting. Based on the findings and
conclusions of the study, the obvious recommendations are
hereby provided:
1. Mathematics teacher should continuously propose
instructional strategies and techniques that will be
effective in helping more students learn and
develop their performance and achievement on
mathematical analysis.
2. Teachers of Mathematics are encouraged to make
their students get involved in various activities.
Teachers could provide more encouragement to
students to help expand their confidence.
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3. Teachers can provide lower-level students with
hands-on activities and immediate feedback on
classwork, so student sees success from their
effort. Classroom teachers could provide
opportunities for students to build confidence
through small steps of success.
4. Teachers can create professional development
programs that emphasize increased awareness and
understanding of poor perceptions that students
have about the study of Mathematics, particularly
at the elementary school level. Also, teachers may
use different kinds of materials in the teaching and
learning process to boost students’ interest in Math
success through teacher’s support.
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