EASE ( ENGAGING ACTIVITIES AND STRATEGIC ENDEAVOURS):

INTERVENTION TOWARDS OVERCOMING MATHEMATICS ANXIETY

An Action Research

Conducted by

(Name of Researcher)

(Name of School)

Through the Financial Support Provided by the

BASIC EDUCATION RESEARCH FUND (BERF)

of the Department of Education

(Region Number and Name)

September 2021
 Context and Rationale

Mathematics proficiency may have been influenced by students' fear of

the subject. (Ganley, et. al, 2019). In a number of everyday and academic

contexts, tension and anxiety impair one's ability to manipulate mathematical

issues effectively (American Psychological Association, 2015). Environmental

influences including myths, teachers, and parents all played a role in the

development of this behavior. The perception that mathematics was a difficult

subject was ingrained in many children from an early age. Some parents were

unable to teach their children fundamental mathematical operations because

of a lack of assistance.

The education department took many steps to improve student

achievement, but only a few were taken to address the root cause of the

problem: worry. This study aimed to close the gap between people's fear of

arithmetic and their ability in the subject.

K-12 education brought about a great deal of change and progress in

the subject matter. There was a shortage of course options, particularly in the

upper grades. Every semester, the competencies taught are jam-packed,

making it challenging for teachers and students alike to assimilate everything

at a high level of proficiency. This scenario had sparked controversy in the

educational community, which contributed to students not mastering the

abilities, particularly in the field of general mathematics. These factors

exacerbated pupils' fear of the material.

According to their Grade Point Average and the most recent results of the

Basic Education Exit Assessment (BEEA), students at Mongolbongol National

High School-Senior High School had problems with general mathematics,

falling below the planning standard of 75 percent in this subject.

This was linked to the degree to which the competences listed in the

curriculum guide were challenging to master in light of the individual student's

circumstances.

All pupils should strive to achieve competency in mathematics as part of their

educational journey. When comparing the Mathematics performance of other

Asian kids with the Mathematics performance of students in our country, it is

evident that there is a significant need for major improvement in Mathematics

achievement in our schools, especially given the current educational

standards.(TIMSS, 2016).

As a result of these problems, the Philippine government and

educational institutions have made major efforts in improving mathematics

instruction. (R.A. 10533). Teachers were provided with information on the

many tactics to use in order to promote positive connotations in mathematics

to kids. Integrating engaging activities and strategic endeavors such as

gamification and physical exercises into the mathematics curriculum has been

shown to be helpful in increasing students' learning outcomes in the subject.

(Buckley and Doyle, 2016; Sailer, et. al. 2015). As long as parents and

teachers worked together to encourage pupils in dispelling the myth and

perception that mathematics is difficult, high levels of competency were

achievable.

Accordingly, the researcher devised a project EASE intervention to be

implemented in the future. This was created to alleviate the worry that

students in Mathematics were experiencing. Furthermore, the purpose of this

article was to determine the effectiveness of the project intervention in terms

of improving the general mathematics ability of senior high school pupils.

Eventually, depending on the outcomes of this study, relevant classroom

interventions would be developed and implemented in schools.

Action Research Questions

The purpose of this study was to ascertain the level of proficiency in

General Mathematics of Grade 11 students in Mongolbongol National High

School-Senior High School, section Aphrodite and Athena, as influenced by

Math Anxiety.

More specifically, it sought answers to the following research questions

1. What is the performance level of Grade 11 students in General

Mathematics before the intervention?

2. What is the performance level of Grade 11 students in General

Mathematics after the intervention?

3. Is there a significant difference in the proficiency of Grade 11 students in

General Mathematics before and after the intervention?

 Innovation, Intervention, and Strategy

Every level of our educational path necessitates the study of

mathematics at some point. Early childhood education, elementary school,

high school, and even college all make use of math concepts. All of these

situations call for the use of mathematics. We carry out mathematical

calculations on a daily basis. It seems like we come across mathematical

principles everywhere we go. The importance of this subject in the national

curriculum cannot be emphasized. Almost every subject, even language-

based disciplines, can benefit by studying the subject matter.

Through engaging activities and strategic endeavors, learners'

mathematical skills will be improved through the use of an interesting and fun-

filled game-based activity.

When you include math games into the classroom, you may help

young learners learn in a more enjoyable, engaging, and encouraging

environment. Let the researcher introduce the seven fascinating math

activities.

1.Arithmetic Bingo- This math game is certain to quickly become a student

favorite. You may review any skill you like, including addition, subtraction, or

number sequencing. The game is similar to normal bingo, except that

students must answer arithmetic problems to determine which number to

cross off their sheet.

Make a list of 25 math problems (for example, 2+1, 3–0, or 2, 4, 6, ). Answers

should be written on the same sheet of paper as the questions. Create your

own 5x5 bingo cards or use an online generator. Using the solutions from

your list, randomly write the answers on the cards. Each pupil should have a
bingo card. You can laminate the cards for future use and have students mark

their responses with pennies or rocks.

2. Create a paper plate clock with a quartz movement- In what ways are your

students learning to tell time? This crucial ability can be practiced through a

fun craft project. The first step is to punch a hole in the paper plate. The pupils

should write the numbers correctly. The clock hands can be made from

colorful paper and attached with a split pin from the center. Write the minutes

on another plate (of a different color). Glue the second plate to the first to form

a rim.

3. Survey, graph- Instruct students to create a polling question for their

classmates. They might interrogate their classmates about their favorite

animal, which could be a dog, pig, or chicken. Allow students to circulate

throughout the classroom, conducting quizzes and collecting data. Once

students have gathered sufficient data, instruct them to create a bar graph

using linking cubes, bricks, or Legos. Each bar should be labeled with sticky

notes or paper. Photograph each student's graphs for a class collage.

4. "Geometry!" Simon exclaims.- Increase the difficulty of this popular game

by instructing children to represent the following geometric terms using only

their arms: parallel and perpendicular lines; acute, right, and obtuse angles;

and 0-, 90-, and 180-degree angles.Challenge: Increase the pace of the

commands and see if your students can keep up!

5.Round the Block- Instruct kids to form a square. Give one of them a ball and

a math problem requiring a list of possible replies, such as counting by twos

or naming forms with right angles. Prior to responding, the student passes the
ball to the person next to him. Children quickly pass the ball around the

square, and the student must respond before the ball returns to him.

When the proper response is given, the child in possession of the ball must

respond by returning the ball around the circle in the opposite direction.

6.Bouncing Calculations- Affix numerals to a beach ball (use a permanent

marker or sticky labels). Toss the ball to one student and instruct her to call

out the number that comes into contact with her right thumb. She then throws

it to the next student, who repeats the process and then adds his number to

the first. Continue for five minutes and make a note of the total. Add the sum

to a graph after each game. Which day did you earn the most money? The

smallest? Use fractions, decimals, or a mixture of negative and positive

integers to solve this problem.

7. Poll of Straw- Pose a question and let students to vote by inserting a straw

into one of many plastic cups labeled with different responses. Later on,

younger pupils can graph their findings, while older students can calculate the

ratio and percentage.

In this new usual setup, learning activities will be delivered

asynchronously, with parents educated to supervise the conduct of these

math engaging activities. Math teachers' skills will also be enhanced as a

result of the introduction of these math engaging activities via the learning

action cell.

Action Research Methods

A. Participants and/or other Sources of Data and Information

 The study included 44 grade 11 students from sections Aphrodite and

Athena, from Mongolbongol National High School- Senior High School who

were enrolled for the 2021-2021 school year and were assessed as having a

very high or a high level of arithmetic anxiety.

The researchers will employ cluster sampling to acquire even number

of volunteers from two parts, Aphrodite and Athena.

B. Data Gathering Methods

This action research aims to assess the effects of engaging activities

and strategic endeavors on the Mathematics performance of grade 11

students who were identified with a high and very high level of Math anxiety. It

utilised pre-experimental research design

Pre-experimental designs are so titled because they follow

fundamental experimental stages but fail to incorporate a control group. In

other words, a single group is often researched but no comparison between

equivalent non-treatment groups. In this experiment, the researcher had

applied the Mathematics Anxiety Rating Scale (MARS) composed of 12

questions derived from the study of Ganley et.al (2019). (2019). Each item

offered an anxiety provoking situation. The students decided the degree of

worry and abstraction anxiety aroused utilizing five-point rating scale ranging

from strongly agree to strongly disagree (5-1). (5-1). Interpretation of the

anxiety level was based on the scale used from Ganley (2019).Since this a

recent study, authorities accepted its validity.

Another data used was the Grade Point Average (GPA) of the Grade

11 students for the first quarter and second quarter in General Mathematics.
 In this study, one sample participants’ performances in General

Mathematics for the first quarter against the second quarter of the First

Semester School year 2021-2022 after they were exposed to different

engaging and strategic endeavors were analyzed, compared, and interpreted

using statistical tools.

C. Ethical Considerations

To ensure high ethical standards throughout this research, the

researchers guarantee authorization from authorities such as the school's

principal. Participants, as well as their parents or guardians, must sign a

certificate of voluntary participation and informed consent. All information and

data given, including your name, will be kept totally confidential. Furthermore,

in the References section, all related literature to this research shall be

appropriately attributed and recognized.

D. Data Analysis Plan

The researchers will analyze the data using a variety of techniques, including

descriptive statistics and tests of significance.

The scores from Parts 1 and 2 will be summed to establish the level of Math

anxiety experienced by 44 respondents. The responses of each respondent

will be put together and averaged.

The dependent sample t-test will be used to evaluate whether there is a

statistically significant difference between pre- and post-treatment values. As

a result, researchers must make use of a range of statistical methods,

including the mean, difference, degrees of freedom, standard deviation, and t-

statistics.

ACTION RESEARCH WORK PLAN AND TIMELINE

The action research work plan and timelines for the study's pre-,
during, and post-implementation phases are included below.

Table 4. Plan of Action

Objectives Strategies/ Time Persons Output Success
Activities Frame Involved Indicator
Pre-Implementation Phase
Secure Securing 2nd week Researcher Letter of Approved
permission permission to of permission letter of
to conduct conduct the October School Head permission
the study study 2021
Draft a Drafting a 2nd week Researcher Research The research
researcher- researcher- of instrument instrument
made made October Panel of validation was validated
instrument instrument to 2021 experts result and obtained
to be be validated
validated by by experts
experts
Submit the Administer 3rd week Researcher Established The research
instrument the of reliability instrument
for reliability instrument to October index of the obtained a
test a group of 2021 Sample instrument high-
participants participants reliability
to obtain the index
reliability of
the
instrument
Reproduce Reproducing 3rd week Researcher Reproduced Researcher-
the the of researcher- made
instrument researcher- October made instrument
made 2021 questionnaire
questionnaire
Implementation Phase
Conduct Conducting 4th week Researcher  An Pre-
pre- the pre- of accomplished assessment
assessment assessment October Students researcher- conducted
to identified to identified 2021 made
participants participants instrument
with scores
Gather, Gathering, 4th week Researcher Recorded Pretest result
record, and recording, of data was gathered
interpret the and October and recorded
data interpreting 2021
the data
Orient Conducting 2nd week Researcher Gathered Written
parents and parents’ of parents’ consent from
secure orientation Novembe Parents consent each parent
informed and securing r 2021 was gathered
consent informed
consent
Prepare or Preparing or 2nd week Researcher Intervention Prepared
obtain obtaining of materials intervention
intervention intervention Novembe Stakeholder materials
materials materials r – the third s
week of
Novembe
r 2021
Administer Administering 3rd week Researcher  Successful The
the the of administratio intervention
intervention intervention Novembe Students n of the program was
program program r – the second program administered
week of successfully.
February
2021
Conduct Conducting 3rd week Researcher Accomplishe Post-
post- post- of d post- assessment
assessment assessment February Students assessment was
to assess the 2021 on numeracy conducted
level of
numeracy
Collect and Collecting 3rd week Researcher  Recorded Post-
record and recording of data assessment
results of results of the February results were
the post- post- 2021 gathered and
assessment assessment recorded
Analyze Analysis and 3rd week Researcher Analyzed and Results were
and interpretation of interpreted analyzed and
interpret the of data February data interpreted
data 2021
Post-Implementation Phase
Finalize the Finalization of 4th week Researcher Final paper Bounded
paper for the paper for of ready for action paper
binding binding February binding
2021
Disseminat Disseminatin 4th week Researcher Disseminated Results were
e results g the results of Teacher research disseminated 
February School Head results
2021

Cost Estimates

Shown below are the estimated expenses throughout this action research.

Table 5
Cost Estimates for Supplies and
Materials 
Unit Quantity Description Unit Cost Amount
ream 1 Short Bond paper 169 169
ream 1 A4 Bond paper 223 223
bottle 1 Ink L3110 black 275 275
pcs 44 Ballpen for Participants 6 264

      TOTAL 931

Table 6
Cost Estimate for Travel expenses for the Submission of Action Research
Proposal to the Division
Purpose of
Destination Transportation Amount
Travel 
School to Division Office PUJ 100
Division Office to School PUJ 100

      TOTAL 200

Table 8
Cost Estimates for Other Expenses
Quantit
Unit Description Unit Cost Amount
y
Bound 1 Binding 350 350
Person 44 Snacks for the Participants 25 1,100
Internet and Communication Load
Person 44 300 13, 200
Allowance

Total 14, 650

Table 9
Summary of Expenses
Description Amount
A. Supplies and Material             P931.00
B. Travel Expenses
        B.1  Submission of Action Research Proposal to the             P200.00
Division      
  
                  
C. Other Expenses             P14, 650.00
                                                                                      Grand    P15, 781.00
Total

Plans for Dissemination and Utilization

The study's conclusions are critical for teachers and students alike. It will

serve as a foundation for additional research and reference in order to

implement strategies and construct curriculum and instructional plans, with a

particular emphasis on mathematics. As a result, it must be spread with

caution using the following channels:

a.participate in divisional or district-wide research conferences, forums, and

policy forums to present and discuss our findings and ideas with other

research enthusiasts. We can solicit review of our article from our colleagues

at these academic conferences.

b.Contribute to research journals and bulletins in order to keep teachers,

researchers, and practitioners with similar interests in Mathematics informed

of new discoveries in the subject. It will contribute to their knowledge and

application advancement.

c.Include in the Annual Implementation Plan and School Improvement Plan to

ensure proper budget allocation.

d.Discussions will occur via LAC sessions or in-service training, and we will

have the opportunity to participate as speakers. Additionally, we may be

called to speak at other IN-service training sessions to share our expertise

and assist teachers from other schools in improving their grading processes.
.

References
Alsawaier, R. (2018). The Effect of Gamification on Motivation and
Engagement. International Journal of Information and Learning
Technology, v35 n1 p56-79.

Bilbrey, J. (2017). The Positive Effects Extrinsic Motivation Can Have on

Intrinsic Motivation in a Math Classroom. ProQuest LLC, Ph.D.
Dissertation, Northcentral University.

Buckley, P., Doyle, E. (2016). Gamification and student motivation. Interactive

Learning Environments. 24:6, 1162-1175, DOI:
10.1080/10494820.2014.964263.

Ganley, C; Schoen, R; LaVenia, M; Tazaz, A. (2019). Construct Validation of

the Math Anxiety Scale for Teachers.ERA Open January-March 2019,
Vol. 5, No. 1, pp. 1 –16 DOI: 10.1177/2332858419839702 Article reuse
guidelines: sagepub.com/journals-permissions © The Author(s) 2019.
http://journals.sagepub.com/home/ero.

Pilkington, C. (2018). A Playful Approach to Fostering Motivation in a Distance

Education Computer Programming Cause: Behaviour Change and
Student Perceptions. International Review of Research in Open and
Distributed Learning, volume 19, number 3.
Sailer M, Hense J, Mandl H, Klevers, M. (2015). Psychological Perspectives
on Motivation through Gamification. Interaction Design and Architecture(s)
Journal - IxD&A vol: 19 pp: 28-37.

Yoon, H; Sung, S; Choi, J; Lee, K; Kim, S. (2015). Tangible and Intangible

Rewards and Employee Creativity: The Mediating Role of Situational
Extrinsic Motivation.Creativity Research Journal, v27 n4 p383-393

PRETEST/ POST TEST