Test Anxiety and Math Problems (APA Format)

Running head: EFFECTS OF EMOTIONAL FREEDOM TECHNIQUE
Effects of Emotional Freedom Technique
on Math Test Anxiety and Test Result
Katrina D. Columbres, Kristal Kristine Kamille L. Cruz,
Angela Mhae A. Gapuz, Trisha Mae V. Sayson and Jocelyn R. Viray
Centro Escolar University, School of Science and Technology,
Mendiola, Manila, Philippines

EFFECTS OF EMOTIONAL FREEDOM TECHNIQUE 2
Abstract
The Americans Test Anxieties Association reported that the majority of students are more
affected and stressed by tests and by schoolwork than by anything else in their lives. Negative
thinking and difficulty in concentrating are examples of behavioral and cognitive symptoms
which could arise in test anxiety. The study quantifies the effectiveness of Emotional Freedom
Technique (EFT) as an intervention for Math Test Anxiety using the test results of the high
school students. A quasi-experimental method, specifically mixed-method design, was used in
the study. A sample of 67 students was able to meet the inclusion criteria. Participants were
divided into two groups, the experimental group which received a treatment and the control
group which didn’t receive any treatment. Both group completed a profile questionnaire, MD5
mental ability test, twice of Westside Test Anxiety Scale and a pre & post math test. Analysis of
data revealed that Emotional Freedom Technique caused a significant difference in the math test
anxiety and test results of the participants. Through EFT, Math Test Anxiety decreases while
Test Result increases. Hence, EFT is effective to the participants when exposed with a
succeeding session.
Keywords: Emotional Freedom Technique, Math Test Anxiety, Mathematics, Test Result,
Mixed-Method Design
Test Anxiety
Anxiety and Depression Association of America defined test anxiety as a psychological
condition and a type of performance anxiety in which people experience extreme distress and
anxiety in testing situations where the pressure is on and a good performance counts. In addition,
comparing themselves to other students, mistakenly believing that they are the only person
suffering from such anxiety, sense of helplessness, fear, anger, and disappointment could be
experienced by people who have test anxiety (Gurley et. al, 2016).
Shanmugam Jhansi and Indira (2017) cited the study of Stuart and Laraia (2009) in which
they stated that anxiety is standard human feeling that everybody experiences from time to time
that are usually related to uneasiness, concern, or worry especially when once faced drag at
work, before taking a test or making decisions. It can cause distress that interferes with person’s
ability to guide standard life.
Test anxiety can experience throughout lifetimes by most students. It is a complicated
problem that cannot avoid and cause emotional distress to them. Test anxiety usually takes place
within the presence of difficult, hard or threatening situation wherein in a student believes that
they are inadequate or have the fear of failure. Johnson (1997) stated that there is something that
bothers the students that they think that they cannot handle the requirements. Also, he stated that
not doing well in the performance in school has negative effect on the self of the student that
they may carry it to other situations, and they may react to different life experiences. Zeidner
(1998) stated that test anxiety in students can trigger when they are stress in academic life.
Students who have a low level of self efficacy feel that they are unable to succeed on test
because of their test anxiety as stated by Sarason (1984). Also, Sapp (1999) stated that
individuals who have test anxiety often give up quickly when they feel that there are obstacles
during the test because they think that they can’t overcome the challenges and the levels of their
self efficacy will become low when they fail (Armstrong, 2014).
Anxious students tend to focus on themselves instead of the test itself as their stress and
anxiety levels rises. The decreased performance on the test is caused by the student’s over
awareness of his/her progress in the test. Mental disorganization, extensive worry, and tension
are some of the characteristics of test anxious students. Students with test anxiety also have a low
response threshold for anxiety and physiological arousal when exposed to evaluative situations
(Basco and Olea, 2013).
High anxious takers are more focused on their anxiety and internal self while low anxious test
takers are more focused on the test itself. Attention is divided into two, between themselves and
test, when anxious test takers don’t perform well on their test. High test anxious students are
unable to do the test properly because of their divided attention (Castillo and Reyes, 2015).
The quality of teaching and learning of students are affected due to anxiety, which can be an
enormous problem to every stakeholders of education (Alico and Guimba, 2015).
Small amount of anxiety before, during and after an academic situation is normal and can
sometimes be beneficial, since a minimum level of stress and/or anxiety can help an individual
perform well. However, high levels of stress are exhibited in test anxiety which could be
debilitating rather than beneficial (Wong, 2015).
According to some Psychologists, people who have too much anxiety can hurt the way they
perform because of the presence of test anxiety which they forget what they have studied. An
over arousal student suffers from test anxiety because they are unable to perform well during
test. Test anxiety and test results have significant relationship. Cheraghian (2007) also stated that
test anxiety and performance of the learner have relationship. The important thing in academic
and career development is the scores because the students want to have a high test result but test
anxiety is always present in an individual that affects the individual’s capacity (Mohamadia,
Alishahib, and Soleimanic, 2014).
Test Anxiety is an inner feeling of uneasy, timidity and concern that occurs when someone
has a fear of exams and tests that result to poor achievement of the student. Fear of exam can
occur in primary or secondary school that result that they should pass their exam because they
are afraid of failing again (Stojanovic, 2016).
Onukwufor and Ugwu (2018) cited Hancock (2001), he found significant results where
students with high anxiety level performed poorly and they are less motivated to learn and to
perform when they are exposed in highly evaluative assessment environment.
Test Anxiety and Mathematics
Mathematics is an important subject and is used in every levels of education. It is a
fundamental general education subject even in the K-12 curriculum and tertiary education.
Mathematics is also essential in all fields such as business, humanities, arts, social and
behavioral sciences, and in technical and non-technical fields. It is also a crucial subject in
studying specialized courses like physics, chemistry, and engineering. Most importantly,
Mathematical skills is also used in everyday life such as in budgeting, marketing, payments, and
many more (Cardorna, Gavino and Taban, 2016).
The students’ achievement in school will be enhanced when they are trained to reduce their
anxiety in Mathematics that can help them to boost up their confidence and acknowledge
themselves to know what is causing the problem in the subject whether it is in their cognition
and negative emotion. Mathematics is the basis for scientific and advancement of any country.
People who have Mathematics anxiety which is an intense emotional feeling makes them feel
that they don’t have the ability to do anything in class. Pseudo dyscalculia is a fear of
Mathematics that describes the people who are anxious in the subject. Mathematics is a dreadful
subject according to the impression of the students in Nigerian Bamidele (2005). According to
Anaduake, students choose course that does not much required Mathematics in their degree
(Aremu and Taiwo, 2014).
Beilock et al. (2017) cited Aschraft and Kirk (2001) research that Math anxiety has an impact
on performance specifically the working memory. The students that exhibit high anxiety in Math
perform less than those with low anxiety level. If the students with anxiety in Math have
difficulties in their working memory functions, the performance decreases. Mutodi (2014) cited
Hembree (1990) stated that Mathematics anxiety can lead to poor performance and achievement
of the student. Zaslavsky (1990) concludes Mathematics is like a punishment and it can induce
stress.
Ballado’s (2014) study reported that there is a notable negative correlation between anxiety
and achievement. The higher the mathematical anxiety level may indicate lower academic
achievement of the respondents. Also, it may also be caused by how the student perceives
Mathematics. The study of Castillo and Reyes (2015) implied that most of the students, when
encountering Math tests, needs more preparation time much than for other subjects, it is much
more stressful to them than other tests, and tendency to do very poorly on the test. They also
implied that Mathematics test causes the students anxiety and encountered hardship in learning
Mathematics.
Emotional Freedom Technique

Stevens, et. al (2017) defined Emotional Freedom Technique, tapping, as an evidence-based
strategy that calms the amygdala and nervous system as the flow of energy is expanded through
the mind-body system. It is widely used by mental health professionals and could also be used as
a self-care strategy.
Ortner (2018) EFT or also known as Tapping therapy revolves around a specific part of the
brain called the amygdala. This part of the brain is the source of emotions and long-term
memory. It is also known for its “fight or flight” function and is the fear center of the brain. The
therapy specifically the tapping is used to “turn off” the amygdala, enabling the individual to
demonstrate more appropriate emotional response to a certain situation.
Patterson (2013) cited Craig (2010) claiming that Emotional Freedom Therapy is known for
its simplicity and immediacy that can be taught and practiced by the individual quickly.
Occurrence of quick or immediate effects after performing have been reported. Also, costly and
frequent therapist intervention can be avoided. The combination of tapping points through the
implementation of a non-traumatic stimulus while introducing the fear with self-acceptance
relieves stress and intervenes the negative response that is linked with the related memories.
Stapleton, et al. (2017) cited Flint, Lammers, & Mitnick (2006) which emphasized that EFT
have potential benefits to high schools students because it can reduce emotional harm compared
to the other interventions. An individual therapy can help students who suffer from academic
stress and don’t need psychological interventions. Church, Pina, Reategui, & Brooks (2012) says
that EFT is easy to learn and it can be done by own self during their own time and has an effect
immediately.
Banerjee, Luqman and Puri (2015) have used the following tapping points in their study,
namely, the Karate Chop, Top of the Head, Eyebrow, Side of the Eye, Under the Eye, Under the
Nose, Chin, Collarbone, and Under the Armpit. They also indicated that balance in the mind and
body are restored and cleanses the emotional blocks through EFT. Through researches, EFT is
proven to have reduce the impact of emotions in triggering distress; thus, leading to rapid
rebalancing and healing. Emotional freedom Technique’s efficacy is based on the essential
ingredients, such as exposure, cognitive shift and acupressure, and not on a placebo effect
(Church, 2013). According to Lifestyle Inquirer (2017) Emotional Freedom Technique is a
technique founded by Gary Craig in 1993 and is now becoming popular. EFT is a mind-body
therapy that aimed to help overcome the negative emotions established by the individual that is
connected to past, present, and future events through stimulating certain acupuncture points by
tapping it with the fingertips. The technique is used for relaxation, stress or anxiety management,
and anxiety attacks or minor grievances.
Van der Schrier (2013) stated that the EFT or tapping is a psychological form of acupuncture
that processes the emotion for the individual to experience relief. It has been proven successful in
its results and was featured in different media sites such as Dr. Oz show, Larry King, Psychology
Today, and Huffington Post. It is now being supported and used by approximately 10 million
people around the world. Studies have reported that EFT is a way to reduce cortisol and increase
serotonin and other neurochemicals. Also, Van der Schrier (2013) pioneered the use of EFT as
an intervention for Typhoon Yolanda victims in the Philippines. He designed a protocol: focus
on the thought + concentrate and observe the sensation of the feeling in the body + tap on the
points = results, it was their basis during the administration of the technique. The participants
reported that there were improvements in terms of physiological and emotional aspects.
Emotional Freedom Technique and Test Anxiety
Mercola (2015) specified that various studies about EFT have been conducted. EFT
decreases negative emotional states like anxiety and increases positive emotions like hope and
enjoyment. Also, stress and anxiety, which targets the amygdala and hippocampus, can be
reduced by using EFT. Furthermore, lower cortisol levels is shown after using EFT.
The result of the study showed that even within a few sessions in EFT, it is an efficient
intervention in school setting in reducing adolescent anxiety. It also shows that this study is
consistent with the recent researches indicating that EFT is effective treatment for adolescent
anxiety. The limited time and resources of school counselors, psychologists and social workers
restricts them to effectively assist struggling anxious students and to teach them effective stress
management strategies. An issue of anxiety and stress in school setting is rapidly addressed by
EFT, an evidence-based protocol. By early exposing students to effective and easily incorporated
stress and anxiety management tools, it can help them reach their maximum well-being and
talent potential development and lowering the chances of difficulties with anxiety impairment
when they enter adulthood (Gaesser and Karan, 2017).Emotional Freedom Technique is
receiving an increasing attention for the treatment of compulsive behavior, phobias, anxiety, and
post-traumatic stress disorder. Noticeable results alleviate symptoms quickly and dramatically,
demonstrating rapid improvement to the participants’ ability to cope with stress (Patterson,
2013). Shanmugam Jhansi and Indira (2017) cited Jennifer (2015) who stated that Emotional
Freedom Technique is used by tapping the end of points of meridians just beneath the surface of
the skin that people used to control their anxiety which helps to experience emotional harmony
and acupuncture points improve by tapping it.

According to Jain and Rubino (2012), they found out that two in-depth EFT sessions can
improved test anxiety because of their study when the 40 undergraduates who suffered from test
anxiety had improved compare to the no treatment control group and it is an effective treatment.
Boath, Stewart, and Carryer (2013) found that EFT can also reduce the anxiety of undergraduate
students related to public speaking (Armstrong, 2014).
A study published by British Medical Journal reports that even mild anxiety could affect our
health. In this study, individuals who had such low levels of anxiety who would not seek
treatment from a therapist were studied. In 2012, Russ stated that mild anxiety was significantly
associated with higher death rates from cancer; heart disease, and other causes that
approximately leads to eight-year period. There are already more than twenty clinical trials that
proved the effectiveness of EFT tapping for different types of anxiety including Fear of public
speaking, Phobias, Test anxiety, Fear of flying, Sports performance problems, Fear of heights,
Social anxiety, Fear of small creatures such as spiders and mice, Generalized anxiety disorder,
and others (Dawson, 2017).
A research physician at State University of New York named Morgan Clond, MD, PhD
evaluated the effect of EFT using meta-analysis. EFT measured 1.23 in effect size, indicating
that it has a very large effect resulting from treatment. According to Clond, EFT can be used in
psychotherapy, medical care, and even in a self-help method. This technique is a low-risk and
low-cost when compared to other talk therapies. Clond stated that because EFT is a therapy that
can be easily taught to clients quickly and anytime, it reduces anxiety blocks to treatment. It does
not require highly trained and costly professionals to perform the therapy. According to the result
of the meta-analysis, EFT is safe, simple, and evidence-based self-help method (Clond, 2016).
Sex and Test Anxiety

A study with the same results was conducted by Onukwufor and Ugwu. The results reported
that female students had higher test anxiety than male students. The researchers discussed that
the results was because of the tendency of females to be more emotional than males
(Onukwurfor, Ugwu, 2018). Several studies were cited by Onukwufor and Ugwu (2018). Akanbi
(n.d) found significant test anxiety difference across gender and he also stated that studies on
gender differences in secondary school students have found that female students tend to suffer
from test anxiety than male students do.
Onukwufor and Ugwu (2018) cited Aydin (2017) reported that females who show higher test
anxiety had been declined in relationship to their overall test anxiety. Lowe and Lee (2008) and
Putwain and Daly (2014) also found out that female students have higher levels of test anxiety
than male students. Sandhu (2016) reported that there is no significant difference about the
anxiety of male and female students.
Nunez-Penaa, Suarez-Pellicionic, et.al., (2016) cited Bandalos, Yates & Thorndike-Christ
(1995) research that shows female students experience higher levels of test anxiety than do males
based on research on test anxiety that focused on gender differences. The difference between
males’ and females’ levels of anxiety have an impact on their academic achievement is less
known. Lower performance scores of females is not accompanied by the high level of test
anxiety Hembree (1998). Nunez-Penaa, Suarez-Pellicionic, et.al., (2016) mentioned another
study conducted by Deffenbacher & Mueller (1980) with the result stating that females have
higher levels of emotion so they generally have higher levels of anxiety but others believe that
levels of test worry between genders are the same. Gender differences in test anxiety have two
explanations. First, is about the social roles associated to men and women, it is said that females
experience greater pressure to succeed academically and are more afraid of failing in a test rather
than males. Second, when it comes to disclosing anxiety, men are more defensive because it may
threaten their masculinity (Nunez-Peña et.al, 2016).
Mohamadi, Alishahib, and Soleimanic (2014) cited a study conducted by Arch (1987) that the
level of performance evaluation in gender dissimilarities in self-reported efficacy, esteem,
discomfort and task avoidance were suggested to level of performance evaluation. Females’
abilities were more likely to rate themselves as less capable and self-assured when their
performance evaluation was noticeable and they are less eager to do the task again.
According to Quimbo and Suarez (2016) majority of the females have comfortably low test
anxiety while majority of the males have normal or average test anxiety. The results of Quimbo
and Suarez (2016) are in contrast with the cited study of Chapell et al. (2005) that stated that
females have higher test anxiety than males.
Pourmoslemi, Erfani and Firoozfar (2013) proclaimed that the relationship between gender
and Mathematics anxiety showed different results where some studies reported that women have
higher Math anxiety than men (Baloglu and Koka, 2006). In fact, Aiken (1970) pointed that
determining the sex of the individual can be one of the important things in predicting the
achievement which includes the attitude and anxiety. Also, according to Eccles and Jacobs
(1986) gender differences in Mathematics anxiety can be directly attributable. According to Preis
and Biggs (2001), male students have higher anxiety than females while in contrast to Karimi
and Venkatesan (2009) females scored higher than males. Ballado, R. (2014) yielded a
significant difference between the anxiety level of males and females in Mathematics. It might
be caused by an existing stereotyping belief that males learn better in Mathematics than female.
According to Gotz and Bieg (2013), this could be given attention by explaining to the students
that it is just a stereotyping issue. In contrary, Cardona et.al (2016) reported that there is no
significant difference between the fear of male and female on their performance in Mathematics.
However, the response of the male students reported absenteeism as a result of the fear in the
subject but the female didn’t. Similarly, according to Lusser and Mas (1999), there is no found
significant relationship between gender and Mathematics anxiety (Mutodi, 2014).
Intelligence and Test Anxiety
According to Cassady, test anxiety has a two-factor construct, namely cognitive (or worry)
which directly influences the performance of students in examinations and emotional (or
affective) which does not directly influence the test performance. Cheraghian, et.al stated that
students may feel a distress because their performance is being carefully observed for assessment
(Dawood, Ghadeer, et.al, 2016).
According to Oxford Learning, there are two types of students who are likely to struggle with
test anxiety; the students with high cognitive abilities, and the unprepared students. Students with
high expectations of themselves are the achievers with high cognitive abilities. They are most
likely to struggle with test anxiety. This is also due to being under pressure and failure to accept
their limitations. This leads to having mental blocks and becoming overwhelmed in taking the
tests. In addition, students who weren’t able to properly prepare for a test are likely to struggle
with test anxiety. This is caused by failure to make enough time for studying and lack of
understanding of the test topics resulting to Galatea effect (“Who is likely to have Test Anxiety,”
2018).
Method
Out of 172 target participants handled by Ms. Jessa Hubilla, 67 students were able to meet
the requirements of the inclusion criteria. The participants are ranging from ages 12 to 14 and are
currently enrolled at Immaculate Conception Parochial School for the S.Y. 2018-2019. An
inclusion criteria of students who exhibited moderately high (3.0-3.4), high test anxiety (3.5-3.9),
and extremely high anxiety (4-5) results in the Westside Test Anxiety Scale and below average
and low results in MD5 Mental Ability Test were used in the study. Permission to conduct the
research in the institution addressed to the school principal, Mr. Rafael Limbauan, was requested
from the administrators of Immaculate Conception Parochial School. Informed assents and
consents were provided to the participants.
The questionnaires were used to gather and collect data from the participants. The Profile
questionnaire is used to gather basic information about the participant like name, year, gender,
section and age. It also includes questions about their health history and conditions. This is to
assure the safety of the participants. Also, to assure that the actual participants passed the
inclusion criteria. The researchers used the MD5 Mental Ability Test that was designed to assess
students’ mental ability to use logic and reasoning. This test comprised of 57 items which
involves finding missing letters, words and numbers. It was developed by MacKenzie Davey &
Co. (2006).
To determine if the participants have normal to severe test anxiety, the researchers used the
Westside Test Anxiety Scale. It is a self-assessed instrument containing ten items which is
designed to measure students’ level of test anxiety with most items asking directly about
performance impairment or about worrying which interferes with concentration. The Westside
Test Anxiety Scale was developed by Richard Driscoll, Ph.D. in 2014. A pilot study was
administered to test its reliability with Filipino participants. Cronbach’s Alpha was used and it
indicated an acceptable internal consistency of .715,

Four sets of test exams were prepared, two for pretest and two for posttest, for grades 7 and 8
respectively. The test exams were validated by a psychometrician for its content validity.
The study was conducted at Immaculate Concepcion Parochial School, Malabon City, wherein
the participants were students from the intermediate level. Before conducting the research,
informed assents and consents were distributed to the participants. Following that, MD-5 Mental
Ability test was conducted to the students handled by Ms. Jessa Hubilla, to obtain their
Intelligence Quotient. After obtaining the participants’ IQ, Westside Test Anxiety Scale was
conducted to identify the level of their test anxiety. Emotional Freedom Technique was
conducted to the experimental group while the control group did not receive any treatment. The
procedure of EFT was based on Brad Yates, an EFT specialist. Subsequently, the participants
took a pretest Mathematics exam prepared by their Mathematics teacher. Test results were
gathered to determine if Emotional Freedom Technique is the cause of the increase in their test
results.
After two days the participants took the Westside Test Anxiety Scale again before conducting
the intervention. Afterwards, the participants in the experimental group performed the EFT.
Then, posttest exam which was prepared by their Mathematics teacher was taken by the
participants and the test results were also gathered. The researchers compared the test results of
the participants’ pretest examination from their posttest examination. Lastly, the participants
were debriefed after the testing.
The IBM Statistical Package for the Social Sciences (SPSS) was used for the data analysis.
Frequency and Percentage was used for the demographic profiles of the participants. Shapiro-
Wilk Test and Levene’s test were first applied to filter the participants and to check approximate
group equivalence to ensure the internal validity of the study. Paired Sample T-test was utilized
to determine the difference between the pretest and posttest examination of the EFT group as
well as the non-EFT group. Welch’s Test was used to determine the differences of male and
female in terms of math test anxiety. Similarly, Welch’s Test was also used in determining the
differences in the posttest examination of EFT group and non-EFT Group. While the differences
between the pretest examination of the experimental and control group were identified using the
Mann-Whitney U Test. The Pearson R Correlation was used to find out the relationship of Math
Test Anxiety and Intelligence Quotient. While in determining the effect size, Cohen’s D and
Relative Percentage Difference were used.
Results and Discussion
To ensure the interval validity of the study; manipulations check were conducted to filter the
participants and to check approximate group equivalence. In filtering the participants; scores in
the pretest examination, and posttest examination were tested for assumptions of normality using
the Shapiro-Wilk test. Results of the score of the participants for pretest examination for both
with and without EFT groups revealed no deviations from normality W(1) = 0.973; p = .484 and
W(1)= 0.484; p = .896. However, for posttest examination, results for participants under with
EFT condition showed significant deviations from normality W(1)= 0.91; p = <.05 while the
without EFT showed no significant deviations from normality, W(1)= 0.957; p = .261. Due to
deviations from normality, Welch’s test was used instead of Student’s t-test to measure the
difference in terms of posttest examination.
To check approximate group equivalence, Levene’s test was conducted. Significant
deviations from equality of variance was noted for pretest examination F(1) = 6.301; p = .015,
while equality of variance was observed for posttest examination F(1) = 0.076; p = .783 for the
two experimental conditions [with and without EFT groups]. To minimize the effect of
inequality of variance for the pretest examination, Mann-Whitney U test was used. For testing
the difference of math test anxiety between male and female participants, significant deviation
from normality was found for female participants W(1)= 0.865; p = < .001 but not with male
participants W(1)= 0.965; p = .364. Furthermore, Levene’s test revealed no significant deviation
from equality of variance in terms of sex of the participants F(1) = 0.442; p = .508. To minimize
the effect of deviations from normality, Welch’s test was used instead of Student’s t-test to
measure the difference of math test anxiety in terms of sex. Normality was also measured for
with and without EFT groups for both pretest and posttest examinations. No deviations from
normality was observed for with EFT group W(1)= 0.982; p = .805 and without EFT group
W(1)= 0.948; p = .151, hence, paired-samples t-test was used.
There are 19 (28.4 %) participants who are 12 year olds, 33 (49.3 %) participants who are 13
year olds, and 15 (22.4 %) participants who are 14 year olds with a total of 67 (100 %)
participants. The researchers followed a purposive non-probability sampling. Generally, the
target population was high school students but since the inclusion criteria covers that the
participants should all be handled by the same Mathematics teacher, the age bracket of the
participants was based on this criterion. A study conducted by Quimbo and Suarez (2016) which
examined the age factor and year level. Thus stating that, more students in the younger age group
have a high level test anxiety.
There is close proximity in the number of female and male participants. The number of
female participants is 34 (50.7 %) while the number of male participants is 33 (49.3 %) with a
total of 67 (100 %) participants.
Out of 67 (100 %) participants, the frequency of participants with below average intelligence
quotient is 29 with its corresponding percentage of 43.3. Meanwhile, the participants with low
intelligence quotient are frequency of 38 with its corresponding percentage of 56.7. Cherry
(2018) stated that nowadays, Intelligence Quotient is usually used as a criterion for evidence that
people who has an IQ of 70 or below have these cognitive limitations that existed before the age
of 18. It could be serious limitations in areas such as learning and reasoning. It could also be
severe limitations in other adaptive areas such as communication and self-help skills.
In terms of sex, female participants in general were more anxious than male participants
during testing situations (M = 3.574, SD = 0.5020; M = 3.161, SD = 0.6100); W(62) = 3.022, p =
.004 with large effect size d = .74. This result is supported by the findings of previous studies
including the research study of Nuñez-Peñaa, et.al. According to their study, female students
have higher test anxiety levels than male students. The researchers attribute the results to the
differing social roles of male and female. Female students tend to have greater test anxiety
caused by the pressure to be academically successful compared to male. Another explanation
proposed by the researchers is the tendency of male students to be defensive in admitting being
anxious to protect their masculinity (Nunez-Penaa, et.al., 2016).
The difference between EFT and Non-EFT for Pretest and Posttest was determined using
Mann-Whitney U and Welch’s Test. For the pretest, results revealed that there was a significant
difference between with EFT (M = 12.510,SD = 4.7350) and without EFT (M = 17.930, SD =
8.2290) conditions;t(65)= 3.23; p< .001 with a medium effect d = .418. However, participants
belonging to the non-EFT group scored better that with EFT for the pretest examination.
Furthermore, adjustment for unequal variance was conducted to minimize its effect by using
Welch’s test for the posttest examination. Test revealed that there was no significant difference
between with EFT (M = 16.810, SD = 8.4850) and without EFT (M = 20.200, SD = 9.0570)
conditions;t(60)= -1.57; p= .122

Using paired samples t-test, difference between pretest and posttest examinations was
measured for the experimental and control group. Results for the experimental group revealed
that the test scores of the participants significantly changed after conducting the Emotional
Freedom Technique; pretest (M = 12.510, SD = 4.7350) and posttest (M = 16.810, SD = 8.4850),
t(36) = -3.875, p <.001with a large effect d = .637. This implies that Emotional Freedom
Technique was able to help participants achieved better test scores. Furthermore, test revealed in
the control group that there was a significant difference between the pretest (M = 17.930, SD =
8.2290) and posttest (M = 20.200, SD = 9.0570) examinations of the participants belonging to
the non-EFT group; t(29) = -2.291, p = .007 with a large effect d = .533.
Using Pearson’s correlation, it was found out that intelligence quotient was positively
correlated with math test anxiety; r(67)= .269, p = .014. According to McVicker (2018),
numerous intelligent people exhibit strong skills in analysis and critical thinking; however, when
combined with high levels of anxiety it can be debilitating. The intelligence itself enables the
person to think of all potential negative scenarios that the worrier considers putting in action,
resulting into inactivity. People with higher Intelligence Quotient tend to ruminate; meaning
they apt to preoccupy about the past events; thinking alternative “what if” scenarios. Resulting to
the development of anxiety over the future and repeatedly thinking of the same types of
scenarios in their heads. In consequence, they tend to have difficulty in focusing on what is
currently happening when rumination starts.
Conclusions
Based on the findings of the study, Emotional Freedom Technique was effective to the
participants when exposed with a succeeding session. In addition, the researchers conclude that
females are more anxious than males. Lastly, a conclusion was also drawn that higher
Intelligence Quotient results to an increase in Math Test Anxiety.

References
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Appendix A
Table 1
Age of the Participants
Age f %
12 19 28.40
13 33 49.30
14 15 22.40
Total 67 100.00
Appendix B
Table 2
Sex of the Participants
Sex f %
Female 34 50.70
Male 33 49.30
Total 67 100.00
Appendix C
Table 3
Intelligence Quotient of the Participants

Intelligence Quotient f %
Below Average 29 43.30
Low 38 56.70
Total 67 100.00
Appendix D
Table 4
Difference on Math Test Anxiety in terms of Sex
Sex Mean SD W df p Cohen's d

Female 3.574 0.5020 3.022 62 0.004 .74
Male 3.161 0.6100

Note. Welch test.
Appendix E
Table 5
Difference Between EFT and Non-EFT for Pretest and Posttest
Examination Condition Mean SD W p Cohen’s d

Pretest EFT 12.510 4.7350 3.23 0.003 0.418
Non-EFT 17.930 8.2290
Posttest EFT 16.810 8.4850 -1.57 0.122 0.39

Non-EFT 20.200 9.0570
Appendix F
Table 6
Difference Between Pretest and Posttest for EFT and non-EFT
ConditionExamination Mean SD t df p Cohen's d

EFT Pretest 12.510 4.7350 -3.875 36 < .001 .637
Posttest 16.810 8.4850
Non-EFT Pretest 17.930 8.2290 -2.921 29 0.007 0.533
Posttest 20.200 9.0570
Appendix G
Table 7
Relationship between Math Test Anxiety and Intelligence Quotient
Variables 1 2
1. Math Test Anxiety —
2. Intelligence quotient 0.269* —
Note. * p < .05; one-tailed

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Running head: EFFECTS OF EMOTIONAL FREEDOM TECHNIQUE

Effects of Emotional Freedom Technique

on Math Test Anxiety and Test Result

Katrina D. Columbres, Kristal Kristine Kamille L. Cruz,

Angela Mhae A. Gapuz, Trisha Mae V. Sayson and Jocelyn R. Viray

Centro Escolar University, School of Science and Technology,

Mendiola, Manila, Philippines

school students. A quasi-experimental method, specifically mixed-method design, was used in

Anxiety and Depression Association of America defined test anxiety as a psychological

ability to guide standard life.

Test anxiety can experience throughout lifetimes by most students. It is a complicated

(Basco and Olea, 2013).

enormous problem to every stakeholders of education (Alico and Guimba, 2015).

debilitating rather than beneficial (Wong, 2015).

Alishahib, and Soleimanic, 2014).

are afraid of failing again (Stojanovic, 2016).

perform when they are exposed in highly evaluative assessment environment.

Test Anxiety and Mathematics

Mathematics is an important subject and is used in every levels of education. It is a

many more (Cardorna, Gavino and Taban, 2016).

(Aremu and Taiwo, 2014).

Emotional Freedom Technique

Stevens, et. al (2017) defined Emotional Freedom Technique, tapping, as an evidence-based

demonstrate more appropriate emotional response to a certain situation.

implementation of a non-traumatic stimulus while introducing the fear with self-acceptance

(Church, 2013). According to Lifestyle Inquirer (2017) Emotional Freedom Technique is a

and anxiety attacks or minor grievances.

Emotional Freedom Technique and Test Anxiety

and acupuncture points improve by tapping it.

students related to public speaking (Armstrong, 2014).

and others (Dawson, 2017).

Sex and Test Anxiety

from test anxiety than male students do.

anxiety of male and female students.

Nunez-Penaa, Suarez-Pellicionic, et.al., (2016) cited Bandalos, Yates & Thorndike-Christ

anxiety Hembree (1998). Nunez-Penaa, Suarez-Pellicionic, et.al., (2016) mentioned another

threaten their masculinity (Nunez-Peña et.al, 2016).

level of performance evaluation in gender dissimilarities in self-reported efficacy, esteem,

females have higher test anxiety than males.

significant relationship between gender and Mathematics anxiety (Mutodi, 2014).

Intelligence and Test Anxiety

(Dawood, Ghadeer, et.al, 2016).

consents were provided to the participants.

indicated an acceptable internal consistency of .715,

were debriefed after the testing.

Relative Percentage Difference were used.

Results and Discussion

difference in terms of posttest examination.

To check approximate group equivalence, Levene’s test was conducted. Significant

W(1)= 0.948; p = .151, hence, paired-samples t-test was used.

participants. The researchers followed a purposive non-probability sampling. Generally, the

have a high level test anxiety.

total of 67 (100 %) participants.

during testing situations (M = 3.574, SD = 0.5020; M = 3.161, SD = 0.6100); W(62) = 3.022, p =

caused by the pressure to be academically successful compared to male. Another explanation

anxious to protect their masculinity (Nunez-Penaa, et.al., 2016).

conditions;t(60)= -1.57; p= .122

Freedom Technique; pretest (M = 12.510, SD = 4.7350) and posttest (M = 16.810, SD = 8.4850),

8.2290) and posttest (M = 20.200, SD = 9.0570) examinations of the participants belonging to

currently happening when rumination starts.

Intelligence Quotient results to an increase in Math Test Anxiety.

anxiety: a case study on Mindanao state university. International Refereed Research

American’s Test Anxiety Association. (2016). A Serious Problem. Retrieved from

pseudo-dyscalculia in ibadan through numerical cognition and emotional freedom