Mathematical Anxiety and Mathematical Competence

MATHEMATICAL ANXIETY AND PERCEIVED MATHEMATICAL COMPETENCE OF
GRADE 11 SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM)

STUDENTS OF ALAMINOS CITY NATIONAL HIGH SCHOOL (ACNHS)
A Quantitaive Research
Presented to the
Faculty of the Senior High School Department
Science, Technology, Engineering, and Mathematics (STEM) Strand
Alaminos City National High School
Alaminos City, Pangasinan
In Partial Fulfillment
Of the Requirements for the Subject
Practical Research 2
ROMA C. TAGARA
ALEX B. HOLANDA
CINDY H. CASPE
ALEC LUIGI RALLUSTIAN
October 2018
ABSTRACT
Anxiety is about fear or nervous on what might happen or a feeling of wanting to do
something very much. A lot of students experience this especially in this generation. We conduct
a study and research about the MATHEMATICAL ANXIETY AND PERCEIVED
MATHEMATICAL COMPETENCE OF GRADE 11 SCIENCE, TECHNOLOGY,
ENGINEERING AND MATHEMATICS (STEM) STUDENTS OF ALAMINOS CITY
NATIONAL HIGH SCHOOL (ACNHS) Mathematical anxiety has been defined as feelings of
tension and anxiety that interfere with the manipulation of numbers and the solving of
mathematical problems in a wide variety of ordinary life and academic situations Math anxiety
can cause one to forget and lose one’s self-confidence. We the students as a group conducting
this research to find out the questions in our mind regarding in this area of the students.
We had a total of 113 respondents from the section of grade 11 section a and b. section
Archimedes has the highest number of respondents having a frequency count of 57 or 50.44
percent while Pythagoras has a frequency count of 56 or 49.56 percent. The findings reflected in
this table only imply that the Grade 11 Science, Technology, Engineering and Mathematics
(STEM) students are experiencing anxiety. It is definitely certain that mathematical anxiety and
mathematical competence exists among the respondents, although their anxiety level vary and
the MAS and MCS overall results only yielded to a general mean of 2.44 which classifies their
general anxiety level as least anxious.
A lot of students in Science Technology Engineering Mathematics experiencing Mathematical
anxiety most of them are in 15 and 16b years of age. So Mathematics has a great effect in the
students of STEM 11 class.

TABLE OF CONTENTS
TITLE PAGE
TITLE PAGE ..................................................................................................................................i
ABSTRACT ..................................................................................................................................ii
TABLE OF CONTENTS .............................................................................................................iii
LIST OF TABLES ........................................................................................................................iv
LIST OF FIGURES ......................................................................................................................vi
Chapter
1 THE PROBLEM AND ITS BACKGROUND
Introduction.............................................................................................................1
Statement of the Problem........................................................................................2
Objectives of the Study...........................................................................................4
Significance of the Study........................................................................................4
Scope and Limitation..............................................................................................5
Definition of Terms.................................................................................................6
2 REVIEW OF RELATED LITERATURE AND RELATED STUDIES
Related Literature....................................................................................................8
Foreign Studies.....................................................................................................24
Local Studies.........................................................................................................26
3 RESEARCH METHODOLOGY
Research Design....................................................................................................34
Population of the Study.........................................................................................34
Data Gathering Instrument....................................................................................35
Data Gathering Procedure.....................................................................................36
Statistical Treatment of Data.................................................................................37
4 PRESENTATION, ANALYSIS OF DATA AND INTERPRETATION OF FINDINGS
Profile of the Respondents....................................................................................42
Measures of mathematical anxiety and mathematical competence in their
mathematics classes..............................................................................................45
Indicators that reflect the Respondents’ Mathematical Anxiety and
Mathematical Comptence....................................................................................47
5 PRESENTATION, ANALYSIS OF DATA AND INTERPRETATION OF FINDINGS
Summary of Findings...........................................................................................56
Conclusions...........................................................................................................57
Recommendations.................................................................................................58
BIBLIOGRAPHY.........................................................................................................................61
APPENDICES
APPENDIX A...................................................................................................................62
APPENDIX B...................................................................................................................64
APPENDIX C...................................................................................................................66
APPENDIX D...................................................................................................................67
CURRICULUM VITAE...............................................................................................................71
LIST OF TABLES
Table Title Page
1.A Profile of the Respndents in Terms of Age...........................................................42
1.B Profile of the Respndents in Terms of Sex...........................................................43
1.C Profile of the Respndents in Terms of Section.....................................................44
2. A Measures of mathematical anxiety in their mathematics classes..........................44
2. A Measures of mathematical competence in their mathematics classes...................45
3 Indicators that reflect the Respondents’ Mathematical Competence....................47
3 Indicators that reflect the Respondents’ Mathematical Anxiety...........................51

LIST OF FIGURES
Figure Title Page
1 Paradigm of the Study 33

Chapter 1
THE PROBLEM AND ITS BACKGROUND
This chapter includes the introduction, statement of the problem, significance of the
study, scope and limitation and the definition of terms used.
Introduction
Mathematical anxiety has been defined as feelings of tension and anxiety that interfere
with the manipulation of numbers and the solving of mathematical problems in a wide variety of
ordinary life and academic situations Math anxiety can cause one to forget and lose one’s self-
confidence (Tobias, S., 2008).
"I just do not get it. Math isn't my thing and I will never understand it." Learners facing a
mathematics course who believe similar sentiments tend to feel defeated before they even begin
the course. A sense of shutting down often occurs (Holley & Steiner, 2009). Anecdotal evidence
of this phenomenon is commonplace and mathematics anxiety has been documented across the
country's spectrum of learner age ranges and their educational settings (Perry, 2010).
The detrimental consequences of mathematics anxiety have repeatedly been evidenced
empirically, yet is little is known of its influence in Grade 11 students in Alaminos City National
High School.
Anxiety in solving mathematical problems is certainly one of the greatest concerns of
math teachers in Alaminos City National High School. Solving Mathematics problems play in
Grade 11 Science, Technology, Engineering, and Mathematics students were indisputable that is
why educators should work to create a mathematically rich environment in which students
examine ideas critically solve problems and openly share ideas. Teachers who effectively
implement concrete and virtual manipulative in their classrooms can positively affect their
young learners mathematical competence the benefits are endless when using manipulative in
the classroom, whether they are concrete or virtual. The used of this material heightens learning
experience for all students, helps bridge the gap between the concrete and abstract, to conquer
their mathematical anxiety and finally, helps foster life-long learning in inquisitive young
learners.
Anxiety, in general, has been challenging to define in terms of which aspects to include
in its construct. The Merriam-Webster Collegiate Dictionary (2018) included the doubt a person
has about a situation and one's capability to adequately respond to it. The New Oxford American
Dictionary (2018) recognized the aspect of an uncertain outcome. Mathematics anxiety is
considered a state-specific form of general anxiety. Further description of general and math
anxieties, along with symptoms of math anxiety are included the literature review.
STATEMENT OF THE PROBLEM
This study aimed to determine the Mathematical Anxiety and Mathematical Competence
of Grade XI Science, Technology, Engineering and Mathematics (STEM) students in Alaminos
City National High School, year 2018-2019.
` Specially it sought to answer the following questions:

1. What is the profile of the respondents in terms of
a. Age;
b. Sex;
c. Section
2. What are the measures of mathematical anxiety and mathematical competence in their
Mathematics classes?
3. What are the indicators that reflect the respondent’s mathematical anxiety and
mathematical competence as grouped according to the following factors?
3.1. Mathematics Competence Factor
3.2. Future Factor
3.3. In-Class Factor
3.4. Assignment Factor
3.5. Grade Anxiety Factor
4. Of this five components of mathematical anxiety and mathematical competence,
which is most and least?

OBJECTIVES OF THE STUDY
This study aimed to:
1. To know the profile of the respondents in terms of their age, sex and section.
2. To determine the measure of mathematical anxiety and mathematical competence of the
respondents in their Mathematics classes.
3. To know the indicators that reflects the respondents according to the factors.
4. To determine the most and least agreed in the first five factors of mathematical anxiety
and mathematical competence.
SIGNIFICANCE OF THE STUDY
Through this study, the researchers aim to assess the mathematical anxiety and perceived
mathematical competence of grade 11 Science, Technology, Engineering and Mathematics
(STEM) students in Alaminos City National High School (ACNHS) school year 2018-2019.
This study would provide useful information to the school administrators, class advisers, grade
11 mathematics teachers, the researchers themselves, students and the future researchers.
To the school administrators, this study may serve as basis for them to notify and
observe the mathematical anxiety and perceived mathematical competence of the students to
reduce their mathematical anxiety
To the class advisers, this study will help them guide their students on how they cover-
up during discussions in school, no matter how anxious they are in that subject. It would also
help them in managing their advisory classes better.
To the Grade 11 mathematics teachers, this study can give them ideas about the
mathematical anxiety and perceived mathematical competence of the students. To help their
students conquer their mathematical anxiety during math classes. This study also encouraged the
teachers of mathematics to uphold positively as much as possible, inside the classroom.
Researchers themselves, this study will give them ideas about mathematical anxiety and
perceived mathematical competence and a deeper understanding on how to conquer anxiety in
terms of mathematics.
To the students, this study is beneficial for them to know if mathematical anxiety and
perceived mathematical competence have impact on them in the near future. Findings of this
study were hoped to provide those significant data that would help them deal with their
mathematical anxiety and perceived mathematical competence.
Finally, the findings of this research paper may also serve as an invaluable source of
inputs or data for future researchers on mathematical anxiety in relation to mathematical
competence in the classroom.

SCOPE AND LIMITATION
This study seeks to investigate the levels of mathematical anxiety and mathematical
competence of Grade XI Science, Technology, Engineering and Mathematics (STEM) in
Alaminos City National High School (ACNHS). This school year 2018-2019.
This study also presented the different indicators that are reflective of the students’
mathematical anxiety and mathematical competence. These items are grouped in according to
five (5) components and this research intends to find out the most and least mathematics
components agreed by the respondents.
The mathematics endeavour in this study are only delimited to mathematics skills.
DEFINITION OF TERMS
The following words are defined according to their use in this study and for clearer
understanding in this study.
Anxiety. An abnormal and overwhelming sense of apprehension and fear often marked by
physiological signs (as sweating, tension, and increased pulse), by doubt concerning the reality
and nature of the threat, and by self-doubt about one's capacity to cope with it. (Merriam-
Webster Collegiate Dictionary, 2000, p. 53)

Anxiety test. In this study, it is one’s anxiety to take a test particularly in mathematics skills..
Competence. A set of defined behaviors that provide a structured guide enabling the
identification, evaluation and development of the behaviors of an individual.
Components of Mathematical Anxiety. In this study, these refer to the following; anxiety test,
self-induced anxiety, anxiety level towards the mathematics teachers, negative attitude towards
the mathematics class, negative performance expectancies which deal with psycho-physiological
symptoms, a feeling of tension, or fear that interferes with math performance. These five
components serve as the causes of mathematics anxiety.
Indicators. An indicator is an observable and measurable entity that serves to define a concept
in a practical way.
Levels of Anxiety. In this study, it is based on how the students score in questionnaire;
classified as A.) Very anxious B.) Anxious C.) Neither D.) Less Anxious E.) Least Anxious.
Mathematics Class. Where mathematics subject for Grade XI Science, Technology,
Engineering and Mathematics (STEM) are held.
Mathematical Competence. In this study, it refers to one’s abilities in mathematics skills.
Self-Induced Anxiety. The first panic attack is often caused by an extreme level of anxiety,
which means you from them on can experience fear of fear. This means that a panic attack can
be so scary, that you become anxious about getting another anxiety attack. This can then lead to
avoidance behavior.
Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
RELATED LITERATURE
Anxiety
Anxiety is a familiar feeling to people (Mental Health Foundation, 2014) since it is an
“inevitable part of life” (Romans, 2010, p. 121).
According to the Mental Health Foundation, anxiety is a feeling of nervousness or
apprehension. It is “at once a function of biology and philosophy, body and , mind, instinct and
reason, personality and culture”. It is both psychological and sociological phenomenon wherein
a perceived potential threat causes the brain to release hormones that alert the entire body. The
body becomes ready to respond the threat. Moreover. The German word “angst” pertains to
anxiety. It is a negative feeling caused by a world wherein “faith and traditional social bonds
have been undermined” (2014).
Nejad and Volny state that because of anxiety, the body becomes prepared to either
move away from the threat or stay and defend itself (2008).
The Diagnostic and Statistical Manual of Mental Disorders by the American Psychiatric
Association lists anxiety as as anticipation of a future negative event, similar to dread. It is
similar to Sigmund Freud’s definition in which anxiety is a signal to the brain that something
bad is about to happen, so the body feels an emotional tension that drives it to run away and
escape (in Mental Health Foundation, 2014).

The feeling of anxiety is composed of both fear and inefficiency, according to
Maharishi(2007, Romans, 2010). Greenberg stated that anxiety is accompanied by irrational fear
and signs of avoidance (2008, in Romans, 2010).
What happens to the body during anxiety? Nejad and Volny enumerate the process
occurs inside the body. First, the body senses a potential threat or danger, which can be real or
imagined, and the brain receives the information. The brain then orders the release of hormones
in order to alert the entire body. One of the chemicals released is adrenaline, which is
responsible for the alertness of the senses, increase in breathing rate, and increase in blood
pressure. The liver also releases moire sugar into the blood to supply energy for the muscles
throughout the body. The entire process prepares the body to respond to the perceived threat
(2008).
The Mental Health Foundation states that the usual feeling of anxiety is only temporary
and lasts until the source has been resolved. However, people experiencing anxiety disorders
need professional treatment. Surveys conducted indicate that it is an “age of anxiety” since
people are said to be more anxious than they were five years ago. Despite this, however, people
who admitted to having anxiety disorders has done nothing to treat it. According to the
American Psychiatric Association, anxiety disorders can worsen and develop into other
psychological disorders like depression when left untreated (2008).
The American Psychiatric Association adds that treatment disorders can be through
psychotherapy and/or medication. Medication, examples of which are benzodiazepines and
other drugs, treat the physical symptoms that occur (Romas, 2010). However, the use of
benzodiazepines have declined due to their addictive nature (Crosta, 2009). The American
Psychiatric Association notes, however, that these medicines provide relief for the person by
relieving only the symptoms but the disorder itself is not completely cured.
Prevention of the disorder includes changing the way of thinking and having enough
time to relax. Reading self-help books and talking to professionals can provide insights on
anxiety management (Nejad & Volny, 2008). According to Romas (2010), practices to avoid
anxiety disorders need to be done regularly so that the feeling of anxiety remains at a normal
level.
Although anxiety disorders cannot be completely cured, it can be dealt with and
controlled through either medication or psychotherapy. Prevention of anxiety disorders can also
be done by modifying thinking patterns and learning about anxiety through books and
professionals.
Competence
The professional education is necessary particularly for secondary school teachers in a
special field like mathematics shows in literature review of Georgewill (2009). Shaveson,
McDonnell and Oakes (2008) go further and state that what teachers actually do, depends not
only on their competence, but also on the conditions under which they must provide instruction.
They noted that a fully competent teacher might perform less than adequately in the classroom,
if he or she is working in a disorganized and unsupportive environment for teaching and
learning. On the other hand, teachers with only minimal competence can perform quite
adequately, given supportive and favourable working conditions.

The state of mathematics achievement in the United States of America find that teachers
from disadvantaged schools, namely Hispanic, Black, and American Indian learners were not
necessarily underprepared in terms of certification, education level or number of years of
teaching although their learners continue to attain lower average achievements in science and
mathematics shows in the assessment of Peng and Hill (2008). In South Africa Maqsud and
Khalique (1991:379) note that in spite of the availability of well-qualified mathematics teachers
in some Bophuthatswana (North-West Province) schools, Grade 12 results remain far below
acceptable standards.
Several studies (Henson & Eller, 2009; Nelson & Prindle, 2007) document the
characteristics of effective teachers. Although the majority of these studies do not focus
specifically on mathematics, the opinion of the writer is that the characteristics that are identify
are applicable to teachers in all subject areas.
In studies focusing on mathematics classrooms, expert teachers were identified as having
a strong background in mathematics, demonstrating expertise in and enjoyment of problem
solving and being able to engage in mathematical thinking (Nelson & Prindle 2007; Shefield
2010). These teachers also had general knowledge, interest in non-mathematical ideas and
concern about problems facing their communities.
Mathematics
According to Lamb, “a word without math is unimaginable” (2011). The National
Research Council coins mathematics as a “gatekeeper” since itt determines the success for high
school graduation and career. A lack of understanding and skill in mathematics affects a
person’s education, life, and career decisions (Tipps, & Johnson, 2008). Bennet and Briggs
consider mathematics to be an instrument used to model or represent reality. Mathematics,
according to them, is “a language with its own vocabulary and grammar” (2008, p.9). Modeling
the natural world, the study of mathematics is also the “language of nature” (2008, p. 9). Lamb
considers mathematics to be innate in humans.
Besides being a model and a language,mathematics is also considered a science.
According to Lotha, mathematics is a science “of structure, order, and relation” that includes
reasoning and calculation instead of simply counting, measuring, and describing shapes (2008).
Similar to biology and sociology, mathematics is considered a “science of the real world” in an
Aristotelian view by Franklin (2008, p. 101). He adds that mathematics is concerned with the
quantitative aspects of things, including symmetry, ratio, patterns, etc.
The word “mathematics” comes from the Greek term “matematikos” meaning “inclined
to learn”. Mathematics therefore implies curiosity and interest in the continuous search for
knowledge (Bennett & Briggs, 2008).
Mathematics, which literally means being inclined to knowledge, is a science, a
language, and a model. It deals with quantitative aspects and representations of the natural world
using logic and calculations. A “world without math is unimaginable” since it is also considered
to be innate in and necessary for humans.
According to Cooke, there are four different components of mathematics.
Numbers are a “fundamental component of the world of mathematics” (Cooke, 2007, p.
3). Counting has been a human activity ever since the age of ancient civilizations. The Maya
system of numbers includes zero, which was assigned to empty places. Even before zero was
invented, negative numbers are used by Indians and Chinese. The Greeks are the first to come up
with the idea of irrational numbers, numbers which do not have a square root. Infinite numbers
are also used in the mathematics to show that numbers do not have limits.
What did the ancient civilizations count? People count different things, but three of the
most important things to be counted are the days, months, and years. People first record the
numbers of days between full moons. After which, the people are able to compute these records
to distinguish days from weeks and years. Calendars, a system of counting days, help organize
the people’s activities such as agriculture and religious rites. In a calendar, a day is the basic
unit.
Counting is not limited to humans only, according to Cooke. The act of counting has
been observed in animals and birds. for example, experiments conducted by O. Koehler show
how parrots and ravens compare the number of dots on the lid which covers the food. The birds
choose the lid with the same number of dots, even if the dots were in a different pattern. This
shows how birds can perceived the number instead of the pattern of the dots.
Various activities in daily life include spatial perception, weaving and knitting involve
the rectangular coordinate system in order for a pattern to result. Measurement is also essential
for practical users such as measuring fields for agriculture or planning public work projects.
Bernstein and Lee add that visual artists need to understand spatial perception, two and three
dimensions, and pattern for their artworks (2011).
Orlin (2015) defines and differentiates the two types of mathematics. The first, which is
pure mathematics, is “mathematics for its own sake”. It deals with abstractions and ideas.
Applied mathematics, on the other hand, focuses on the practical users of mathematics.
Examples of which include engineering, economics, physics, etc.
Russell (2010) adds that pure mathematics is composed of propositions containing one or
more variables. The difference between pure and applied mathematics lies in the fact that the
latter has unknown quantities which turn into constants. Moreover, applied mathematics always
requires new premises unlike pure mathematics.
There are different areas under mathematics. These areas include logic, geometry, and
calculus. Each areas, discovered and developed throughout the years, is concerned with the
study of different principles that apply to mathematics.
Mathematical Anxiety
One of the reasons that hinder students’ math achievement (Kesici & Erdogan, 2010),
mathematical anxiety, or simply “math anxiety’, is more than just a dislike towards mathematics
(Vinson, 2011 in Pourmoslemi, Erfani, & Firoozfar, 2013). Richardson and Suinn define the
conditions as “feelings of tension and anxiety that interfere with the manipulation of numbers
and the solving of math problems in a wide variety of ordinary life and academic situations’
(Pourmoslemi et al., 2013, p.l.). Math anxious individuals experience fear and apprehension
whenever a situation involves mathematics (Zakaria & Norfdin, 2008). Math anxiety, Akinson
adds, is a “compels construct” wherein situations involving mathematics are perceived to be
threats to the self-esteem, (in Pourmoslemi et al., 2013, p. 1)

Kennedy, Tipps, and Johnson (2008) categorize the different factors that affect and
causes the result to mathematical anxiety into environmental or external factors, and personal
factors.
Environmental factors can be literally about the environment in which learning occurs.
According to Lamb, overcrowding in classrooms limits the students’ understanding of the
subject (2011). Pourmoslemi, Erfani, and Firoozfar add that students can have low math anxiety
levels in the classroom during the lessons, but have high math anxiety levels during an exam
(2013). Kennedy et al. expands on the environmental factors by dividing them into different
subcategories.
According to Greenwood, the methods in which the subject was taught also affect how
the student understands the subjects (Zakaria & Nordi, 2008). When unenthusiastic and practical
non-mathematicians inadequately teach the subject, Lamb add, mathematical anxiety begins for
students.
Students who were taught only to memorize can have difficulty recalling the concepts, as
stated by Kennedy et al.. Being taught to use only one method or technique to solve a problem
can also cause math anxiety among students (Kesici, 2010). According to Jackson and
Leffingwell, the instructors’ behaviors, such as embarrassing students in front of the class and
having biased decisions towards gender, leave negativeimpressions on students (Pourmoslemi,
Erfani, & Firoozfar, 2013). Math anxiety can also occur due to instructors that present in math as
“an obscure and sterile subject” (Bennett & Briggs, 2008, p. 4)
Another category of environmental factors is the gap between the learner and the subject
matter. According to Kennedy et al., gaps in learning occur when the subject matter is irrelevant
to the learner’s experiences. Differences also occur when the study is frequently absent, which
causes him or her to have difficulty in adjusting (2008).
Symptoms of mathematical anxiety include “high test anxiety, low enjoyment of math,
low self-confidence in math, lack of motivation towards math, negative attitudes toward math
teachers, avoidance of math classes, and low achievement in math classes” (Jameson, 2013)
When math anxiety occurs, it brings about different effects which are either mental or
emotional.
According to Pourmoslemi, Erfani, and Firoozfar, “students with math grades near
passing had more anxiety than others. Perhaps the optimistic belief in a successful outcome and
more ability of answering math questions necessities less math anxiety”. Gender may also play
role since more females experienced anxiety than men in a test situation (2013, p.4).
Math anxiety affects not just a person’s grades, but also his or her emotions and patterns
of thought. Being math anxious can affect daily activities, career success, and school
achievement. However, once the causes of mathematical anxiety are targeted, the treatment can
be done.
Mathematics and Culture
While there are overarching similarities concerning the acquisition of math skills,
researchers have shown that children’s mathematical abilities differ across countries. In Canada,
students score substantially lower in math problem-solving and operations than students in
Korea, India and Singapore. Researchers have conducted through comparisons between
countries, and have determined that in countries such as Taiwan and Japan, parents place more
emphasis on effort rather than one’s innate intellectual ability in school success. By parents
placing higher emphasis on effort rather than one’s innate intellectual ability they are helping
their child develop a growth mindset. People who develop a growth mindset believe that
everyone has the ability to grow their intellectual ability, learn from their mistakes and become
more resilient learners. Moreover, parents in these countries tend to set higher expectations and
standards for their children. In turn, students spend more time on homework more than
American children.
Mathematics and Gender
Another difference in mathematics abilities often explored in research concerns gender
disparities. There has been research examining gender difference in performance on
standardized tests across various countries. Beller and Gafni’s have shown that children at
approximately nine years of age do not show consistent gender difference in relation to math
skills. Moreover, mathematics is often labeled as a masculine ability; as a result, girls often have
low confidence in their math capabilities. These gender stereotypes can reinforce low confidence
in girls and can cause math anxiety as research has shown that performance on standardized
math tests is affected by one’s confidence (Dar-Nimrod & Heine, 2008). as a result, educators
have been trying to abolish this stereotype by ]fostering confidence in math in all students in
order to avoid math anxiety.

Math Pedagogy
The principles of mathematics are generally understood at an early age; preschoolers can
comprehend the majority of principles underlying counting. By kindergarten, it is common for
children to use counting in a more sophisticated manner by adding and subtracting numbers.
While kindergartners tend to use their fingers to count, this habit is soon abandoned and replaced
with a more refined and efficient strategy; children begin to perform addition and subtraction
mentally at approximately six years of age. When children reach approximately eight years of
age, they can retrieve answers to mathematical equations from memory. With proper instruction,
normally functioning children acquire these basic mathematical skills and are able to solve more
complex mathematical problems with more sophisticated training. (Kail & Zolner, 2008).
High risk teaching styles are often explored to gain a better understanding of math
anxiety. Goulding, Rowland, and Barber (2007) suggests that there are linkages between a
teacher’s lack of subject knowledge and ability to plan teaching material effectively. These
findings suggest that teachers that do not have a sufficient background in mathematics may
struggle with the development of comprehensive lesson plans for their students. Similarly,
Laturner’s research (2007) shows that teachers with certification in math are more likely to be
passionate and committed about teaching math rather than those without certification. However,
those without certification vary in their commitment to the profession depending on coursework
preparation.
Moreover, a study conducted by Kawakami, Steele, Cifa, Phils, and Dovidio (2008)
examined attitudes towards math and behavior during math examinations. The study examined
the effect of extensive training in teaching women to approach rather than avoid math showed a
positive implicit attitude towards math. These findings were only consistent with women low
initial identification with math. This study was replicated with women who were either
encouraged to approach math or who received neutral training. Results were consistent and
demonstrated that women taught to approach math in neutral manner.
Math Anxiety and Math Performance
Being anxious about math correlates with lower performance in math. This apparently
true across different countries as reported in a paper published in the journal Current Directions
in Psychological Science. The negative relationship between anxiety and performance is, of
course, not exclusive to math. In martial arts, for instance, both somatic and cognitive anxiety
can produce about 80 percent discrimination between winners and losers. A good karate master
like the one my children have recognizes the importance of instilling confidence in martial arts
students. After all, either freezing or closing one’s eyes during a match can easily spell defeat. A
positive and growth mindset is clearly necessary and a master does this best by example.
Interestingly, research strongly suggests a connection “between adult role models and children’s
math anxiety and math achievement”. Children whose parents are anxious about math are likely
to exhibit anxiety in math and children taught by teachers who are anxious about math learn less
in math.
How anxiety affects performance is also seen to directly correlate with high
performance. Students who do well in math are more likely to see their scores go down with
anxiety. This relationships suggests that anxiety maybe forcing good students to use inefficient
strategies. Students may not be able to thunk clearly when anxious.

The paper in Current Direction and Psychological Science does not provide clear
evidence behind a bidirectional relationship between anxiety and performance, that is, not only
does anxiety leads to poor performance but poor performance also leads to greater anxiety.
However, it cites studies that indicate math anxious individuals have difficulty with basic math
tasks that are typically learned before elementary school entry, such as judging the magnitudes
of pairs of numbers.
Teaching math clearly requires confidence and good role models. Differences in math
anxiety across countries also point to the significance of cultural context. Unfortunately, Jo
Boaler of Stanford University seems fixated on the idea that the main cause of math anxiety is
the way math is taught. In the Hechinger Report Boaler writes the opinion:
“Our future depends on mathematical thinking, but math trauma extends across our
country - and the world - due to the ineffective ways the subject is often taught in classrooms,
as a narrow set of procedures that students are expected to reproduce at high speed… …timed
test, speed pressure, procedural teaching - are the reasons for the vast numbers of children and
adults with math anxiety.
Boaler cites the same paper from Current Directions in Psychological Science to support
her opinion when the paper barely mentions competitive performance and testing environments
as possible causes of math anxiety. Students from the East Asian countries perform very well in
international math exams yet show high levels of anxiety. Here,there maybe important cultural
differences. The higher academic achievement of students in East Asian countries is often
attributed]to the effort these children and their parents invest in studying, in paper published in
Learning and Individual Differences, wrote:

“Confucian Asian culture has a long history of high regard for learning and
achievement and emphasis on effort to achieve academically. It’s collectivist aspect underscores
relationships, family closeness, and social harmony. Putting together these two salient features
of Confucian Asian culture leads to the perception that individuals strive to achieve not only for
their personal success but also for honor of their family and society. A finding from PISA 2003
that Confucian Asian students expressed higher levels of anxiety and self-doubt can be
interpreted in terms of this unique cultural aspect of Confucianism. That is, in the minds of
Confucian Asian students, the distinction between the self and one’s family is not clear-cut and
self achievement is also seen as family’s achievement. Consequently, Confucian Asian students
become aware of and learn to take seriously the implications and consequences of \their
academic success and failure. From this vantage point, the internal pressure for academic
achievement is probably higher in Confucian Asian society than in the other parts of the world."
Surprisingly, although levels of math anxiety are higher in this Asian countries, their
scores are still among the top in the world. Stankov suggests that Confucian Asian students “can
tolerate higher anxiety without detrimental effect performance - i.e. they are more resilient
(“tougher”).” Resiliency may be coming not from the fact that these children are trying to out-
compete each other but from their desire to honor their family an community.
Nevertheless, there is no evidence, contrary to what Boaler insists, that anxiety is largely
due to the way we teach math. Instead, math anxiety in our children is mainly cause by our (We,
teachers and parents) own anxiety and fears about Math.
Mathematics Self-Efficacy
Mathematics self-efficacy is defined as an individual’s beliefs or perceptions with
respect to his or her abilities in mathematics. In other words, an individual’s mathematics self-
efficacy is his or her confidence about completing a variety of tasks,from understanding
concepts to solving problems, in mathematics. Self-efficacy, in general, has been linked with
motivation. It has all been established that students with higher levels of self-efficacy tend to be
more motivated to learn than their peers and are more likely to persist when presented with
challenges (Pajares & Graham. 2009; Pajares & Kranzler. 2008; Zeldin, Britner & Pajares,
2008). Although the development of self-efficacy is not fully understood, researchers have
consistently confirmed Bandura’s (2004) four main sources of self-efficacy: mastery experience,
vicarious experiences, social persuasion, and psychological states (Hampton & Mason, 2005;
Lopez & Lent, 2007; Usher & Pajares 2009). In a study on designing a scale to explore the
sources of mathematics self-efficacy, Usher and Pajares, (2009) found that “perceived mastery
experience is a powerful source of students” mathematics self-efficacy. Students who feel they
have mastered skills and succeeded at challenging assignments experience a boost in their
efficacy beliefs” (p. 100).
According to Bandura’s () social cognitive theory, self-efficacy is specific to context and
must be measured appropriately. For examples, students might feel confident that they can
correctly solve systems of linear equations but lack confidence in their abilities to prove a
geometric theorem. In this situation, asking the students to rate their confidence in mathematics
generally could result in misleading responses.
The findings of this research is that many of the initial research studies conducted on
college students’ mathematics self-efficacy sought to explore how students’ mathematics self-
efficacy influenced their college major and career choices.

Mathematics Anxiety in Secondary School
Mathematics anxiety has consistently been proven to be debilitating on mathematics
achievement (Preston, 2008). Research has found it to be a ;earned behaviour, often arising early
in one’s educational experience and once it lays roots, it is damaging effects will last through the
school years.
The detrimental consequences of mathematics anxiety have repeatedly been evidenced
empirically, yet little is known of its influence on secondary school students in Asia. This study
thus examined its origin and impact on secondary students in Singapore through interviews and
surveys. Results revealed a negative correlation with achievement. Highly anxious students
continued to preserve and enjoy the subject.
Relevant research started in the 1970s, with Richardson and Suinn (1972, as cited in
Preston, 2008, p. 230) as the first to define it as “feelings of tension and anxiety that interfere
with the manipulation of numbers and the solving of mathematical problems in a wide variety of
ordinary life and academic situations”. Since then, others have continued their efforts driven by
research evidence that not only does mathematics anxiety inhabit one’s ability to perform
mathematically (Preston, 2008) but it is highly probable to have originated from classroom
experience too (Newstead, 2008).
FOREIGN STUDIES
A study on anxiety level and level of self-confidence and their relation with academic
achievement
The objectives of the study were to find out the relation between anxiety level and level
of academic achievement of IX standard students; to find out relation between level of self-
confidence and level of academic achievement of IX standard students; to find out the
difference between anxiety level of boys and girls students of IX standard; to find out the
difference between level of self-confidence of boys and girls students of IX standard. The
investigator had adopted the tools and personal information data sheet were administered on the
selected sample. The findings of the study were there is significant co-relation between anxiety
and academic achievement; there is a significant co-relation between self-confidence and
academic achievement; there is a significant difference between anxiety level of boys and girls;
there is a significant difference between self-confidence level of boys and girls. This study had
conducted by Parvathamma and Sharanamma (2010).
A study the quest by Nigerians to join the league of 20 industrialized nations by the year
2020 may be a mirage if phobia for mathematics learning in secondary schools is not
taking into cognizance.
The result of this study revealed that there was significant influence on students phobia
for Mathematics and factors like incompetence on the part of Mathematics teachers, absence of
ICT facilities and Mathematics laboratory among others. The investigator, therefore
recommended that trained Mathematics teachers should teach Mathematics in schools; keep
abreast of modern methods of teaching Mathematics thereby making every lesson significant to
students. By this, Mathematical ideas and skills required for further study in transforming
Nigeria will developed in solving everyday problems for their personal and societal satisfaction.
This study was investigated by Gbolagade, A.M.,Waheed A.A., Sangoniyi S.O.(2013).
The Exploring Mathematics Anxiety: Mathematics Students’ Experiences
The purpose of this research was to explore students’ mathematics anxiety levels at a
selected tertiary institution in the Africa. The results also show high levels of mathematics
anxiety among students. The t-test showed that the mean difference between mathematics
anxiety in gender is significant. Based on the findings of this study, it is worth noting that
mathematics anxiety is one of psychological factor that affects students’ achievement and their
general practices. This study had investigated by Hlanganipai Ngirande, (2014).
A study on Psychometric properties and norms between in mathematics anxiety scale for
high school students in India.
The aim of the study is to develop some groups of norms for mathematics anxiety in high
school students of India. Phase 1, Planning: Include conducting a literature review about
Mathematical anxiety. Identify the exits mathematics anxiety scales and study about the
designed scale for Normalization. Phase 2, Normalization: contains assessing the norm of
mathematics anxiety scale for total students in two genders and separated norms regarding to
differences between boys and girls. The results of the study are presented by suitable norms of
the scale used in the schools and psychological activities. This study was conducted by Karimi
Ayatollah and Venkatesan (2008).

A study on the relationship between anxiety and academic achievement of B.Sc math
students.
The objectives of this study were to find out the level of academic achievement of B.Se
mathematics students; to find out the relationship between anxiety and academic achievement of
B.Sc mathematics. The findings of the study were the level of anxiety of B.Sc mathematics II
years students is average; the level of anxiety of B.Sc mathematics III years students is average;
there are significant association between B.Sc mathematics students of women’ s college and co-
education college in their academic achievement; there are significant relationship between
anxiety and academic achievement of B.Sc mathematics students with regard to sex; there are
significant relationship between anxiety and academic achievement of B.Sc mathematics
students with regard to locality of college. This study was conducted by Lawrence Praveen
Kumar (2008).
LOCAL STUDIES
Factors that Affect Mathematics Achievements of Students of Philippine Normal
University - Isabela Campus
The study aimed to identify the factors that affect the achievements of the students in
Mathematics and to determine the relationship between the students’ achievements and
individual, instructional, classroom management and evaluation factors. The descriptive
correlation design was used. Data were subjected to statistical analyses using t-test, Persons r
and multiple regression findings. Reveal that 1) achievements of students in Math Courses
(Fundamental Mathematics and Contemporary Mathematics) is poor; 2) students perform low in
both subjects; 3) mathematics achievements are highly correlated to individual and instructional
factors and moderately correlated to classroom management and evaluation factors; 4)
individual factor and instructional factor greatly affect achievements in fundamental math; 5)
instructional factor is the number one predictor of achievement in contemporary math; 6)
instructional factor is the factor that affects most achievements of students in Mathematics.
College students are not exempted from the problem in learning and mastering
mathematics. Tests in mathematics reveal low performance of students of Philippine Normal
University, Isabela Campus. Aware of the importance and relevance the problem in mathematics
pose, this study is conducted. A growing body of research finding indicates that demographic,
individual, instructional, classroom management and evaluation factors have an impact on the
Mathematical Achievement of the students. Identifying factors that affect Mathematics
Achievement is important to effectively educate students. This study was conducted by Olive
Joy F. Andaya and published Researchers World in the 2014.
Math Anxiety and Academic Performance in Pre-Calculus of Selected Senior High School
Students in Sorsogon State College
Math anxiety is characterized by manifestations of negative behaviors of learners
towards mathematical concepts. This study investigated the relationship between math anxiety
and the academic performance in Pre-calculus of Senior High School Students taking Science,
Technology, Engineering and Mathematics (STEM) Strand at Sorsogon City Campus. The
research design utilized was descriptive-correlation. Results revealed further that there is
significant relationship between math anxiety and performance of students in Pre-calculus. It is
concluded that math anxiety has negative effect on the academic performance of the students in
Pre-calculus. This study was conducted by Aldrin John Jao Estonato (2016).
Correlation of Numerical Anxiety and Mathematics Performance
It has been observed that most students in Pangasinan State University, Bayambang
Campus, Philippines had negative view towards mathematics and as a result, they also
performed poorly. As such, it is imperative for every math teacher to understand the reasons
behind this negative view to improve their student’s performance. This observation led the
researcher to conduct a study on Correlation of Mathematics Performance and Anxiety of third
and fourth year students for school year 2012-2013 across the different programs. This study
determined the numerical anxiety level and mathematics performance of the respondents along
age, gender. And programs. The study revealed that students, regardless of age had passing
performance. However, female and male students had fair and passing mathematics
performance, respectively. Students from College of Business Education, Teacher Education and
Computer Studies had fair performance while those from Marine Transportation, Criminal
Justice Education and Engineering had passing performance. The study also revealed that
students across different variables had moderate numerical anxiety level. Furthermore, it was
found out that mathematics performance is significantly related to numerical anxiety. However,
the relationship was inverse and small. This study was conducted by Michael Howard D.
Morada (2015).
Language of Encouragement: Effects on Mathematics Anxiety, Self-efficacy and
Mathematics Performance of College Students in the Philippines
Thee main purpose of this study is to determine the effect of language of encouragement
on mathematics anxiety, self-efficacy, and mathematics performance of college students. The
study utilized the Pre-test Post-test Comparison Group Design. The effect of language of
encouragement and praise on mathematics anxiety, self-efficacy, and mathematics performance
was determined by comparing the student’s pre-test and pro-test scores. The results revealed that
techniques have adaptive effects on mathematics anxiety, self-efficacy, and mathematics
performance of students. To support the claim that encouragement is better then praise,the mean
differences of the post-tests of two groups were obtained using t-test for independent samples.
The results showed significant results in all outcome variables which reveals that encouragement
can reduce mathematics anxiety, increase self-efficacy, and improve mathematics performance
of the students much better than praise. Mathematics anxiety and self-efficacy has a significant
moderately low negative correlation, mathematics anxiety and mathematics performance has no
significant correlation, and self-efficacy and mathematics performance has a significant
moderately low positive correlation. Thus, mathematics performance of students can be better
determined based on the level of their self-efficacy than on their level of mathematics anxiety.
Encouragement emphasizes the positive aspects of behavior, recognizes efforts,
communicates that the teacher trusts, respects, and believes in the student.
Consequently, teachers have an important role in the reduction or prevention of students’
mathematics anxiety. To prevent or reduce mathematics anxiety, first and foremost requires a
safe environment where students are secure in taking risks and where their thinking is respected
(Haylock and Thangata, 2007). Some of the techniques that teachers can use to lessen the
students’ mathematics anxiety as stated by Curtain Phillips are: (a) Encourage active learning.
Students must be engaged in exploring, thinking, practicing, and using knowledge, rather than
listening to verbal descriptions of concepts. (b) Organize students into cooperative learning
groups. Cooperative groups provide the students the opportunity to exchange ideas, ask
questions freely, verbalize their thoughts, and justify answers. © Provide support and
encouragement. Teachers should provide encouragement to all students and emphasize that
everyone makes mistakes. (d) Avoid putting students in embarrassing situations. Teachers
should create an atmosphere in which students don’t feel embarrassed in front of others or
threatened when they are called on to give oral answers.
Self-efficacy can be developed through paying attention to prior success and failures by
evaluating them. Furthermore, it can also be developed through direct encouragement and
reinforcement especially from people who are important to them. Self-efficacy judgment and
feedback are important in the development of interest. Psychologist have been able to enhance
the interest of students in learning and their level of performance by helping them with feedback
that can increase the level of self-efficacy (Feldman, 2008).
Berhenke et al. (2011) points out that motivation is related to academic achievement.
This can lead children to pursue opportunities to learn, which is likely to result in increased
effort, more practice, faster skill development, and higher academic achievement (Aunola et al.,
2007).
Based from the concepts reviewed, it was hypothesized that language of encouragement
has a negative relationship with mathematics anxiety. Scarpello (2007) stated that teachers who
make intimidating comments frequently produce math-anxious students. Thus, if the teacher
provides encouragement, the mathematics anxiety of the students can be lessened. On the other
hand, language of encouragement was hypothesized to have a positive relationship to self-
efficacy and mathematics performance. One possible source of self-efficacy is the verbal
persuasion. As the students get encouragement, their belief on their capabilities will increase. In
addition, as encouragement is given to students, they will be directed towards improvement.
Evans (2008) stated that as students receive encouragement, they will exert greater effort to
become successful. The relationship among the outcome variables was further investigated.
Learning Mathematics and Differentiated Instruction in the Philippines: A
Phenomenological Study on struggles and Successes of Grade 7 Students.
Differentiated Instruction (DI) has been found to be effective in catering to the
individuality of students and at the same time helping students to have positive attitudes about
school, increased engagement in learning, and improved achievement. In the Philippines, 16
Focus Groups from Grade 7 students were interviewed regarding their experiences on the
differentiation of instruction provided by their Mathematics teachers, which in this study the
most observed differentiation by the respondents are relating real-life situations to the lessons,
modified learning activities, learning activities according to students’ preference, teachers’
assistance during learning activities, and grouping students based on projects and choice of
students. Their verbalized experiences were transcribed as is with no re-statement to conform

with Marton’s Phenomenological principles in characterizing the variations of experiences.
Using thematic analysis, a deprogram is used to cluster the conceptions of the experiences of the
respondents in this study. A frequency table and a bar graph present similarities an variations of
the Grade 7 Filipino students’ conceptions of their experiences on DI. Hence, this study argued
that DI motivates students’ interest, makes learning mathematics easier, and challenges of
students to learn and do more. However, the study also argued that students have difficulties in
learning and doing mathematical tasks. The findings suggest that considering activities based on
students’ preference, modified learning activities, variety of assistance provided to students
during activities, and variety of relating real-life situations, and creating different groupings are
not enough to ensure that differentiation results to an effective instruction. This study was
conducted by Victoria C. Magayon & Emily B. Tan (2016).

PARADIGM OF THE STUDY
Independent Variables Dependent Variable

ANXIETY COMPETENCE PERCEIVED MATHEMATICAL
COMPTEENCE
a. Anxiety Test a. Mathematics Skills
a. Academic Aspect
b. Self-Induced Anxiety b. Identification of the
behaviors b. Mathematics Achievements

c. Anxiety towards the
Mathematics teachers c. Evaluation of the c. Mathematics Performance

MATHEMATICAL ANXIETY
behaviors
d. Negative attitude towards
a. Academic Aspect
the Mathematics class d. Development of the
behaviors b. Mathematics Achievements

e. Negative performance
expectancies c. Mathematics Performance
THE SIGNIFICANT DIFFERENCE BETWEEN THE
STUDENTS’ MATHEMATICAL ANXIETY AND
PERCEIVED MATHEMATICAL COMPETENCE
a. Study Habits,
b. Level of anxiety during math class
c. Level of confidence during math class

Chapter 3
RESEARCH METHODOLOGY
This chapter presents the research design, respondents of the study, instrumentation, data
gathering and procedure, and statistical treatment of data.
Research Design
In this study, the researchers used the Descriptive Method as the Research Design. The
researcher used this method because it aims to answer the question concerning the levels of
Mathematical Anxiety and Mathematical Competence of the respondents in their Mathematics
classes, indicators reflective of the students’ mathematical anxiety and mathematical
competence which were grouped based on the mathematical anxiety factors and mathematical
competence factors, and the most and least agreed factors of mathematical anxiety and
components of mathematical competence by the respondents.
A systematized Mathematical Anxiety Scale and Mathematical Competence Scale
organized to Grade 11 Science, Technology, Engineering and Mathematics (STEM) students of
Alaminos City National High School (ACNHS).
Population of the Study
The respondents of the study are the Grade 11 Science, Technology Engineering and
Mathematics students of Alaminos City National High School (ACNHS) for the S.Y. 2018-
2019. Alaminos City National High School (ACNHS) is the biggest high school in the division
of Alaminos City which is under the first District of the Division. This school year 2018-2019,
Grade 11 Science, Technology, Engineering and Mathematics (STEM) students has a total
number of 113. 56 students in STEM 11- Pythagoras and 57 students in STEM 11- Archimedes.
The Grade 11 Science, Technology, Engineering and Mathematics (STEM) students
chosen for this study because only Grade 11 Science, Technology, Engineering and Mathematics
(STEM) students has two Math subjects. Moreover, knowing that senior high school life
involves a lot of computations, it is necessary that they strengthen such skills in terms of
mathematics to survive the demands of their senior high school life.
Data Gathering Instrument
This study made use of the Mathematical Anxiety Scale and Mathematical Competence
Scale to acquire the following information from them; how the respondents conquer their
mathematical anxiety, indicators reflective of the respondents’ mathematical anxiety and
mathematical competence which, when grouped according to the factors, presents the most and
least form of mathematical anxiety and mathematical competence felt by them, the behaviors of
the respondents when they feel anxious in their math class.
Diana K. May (2009) developed the Mathematical Self-Efficacy and Anxiety
Questionnaire (MSEAQ). MSEAQ have a 29-item self-report instrument and scored on the basis
of a 5-point Likert-type scale, from “usually” to “never”. Since modification in the MSEAQ are
made to suit in Alaminos City National High School setting, the researcher changed it and
divided it into two, the Mathematical Anxiety Scale (MAS) which have 15-item and scored on
the basis of a 5-point Likert-type scale, from “very anxious” to “least anxious”, and
Mathematical Competence Scale (MCS) have 14-item and scored on the basis of a 5-point
Likert-type scale, from “very competence” to “least competence”.
Such possible score on the organized MAS range from 15 to 75 with strongly agree as 5
to strongly disagree being 1, and MCS range from 14 to 70 with strongly agree as 5 to strongly
disagree being 1. The higher the mean score, the higher the level of anxiety and competence of
the students is.
The questionnaire was found to be reliable, relatively valid, and efficient to administers
by calculating the Cronbach Alpha which results in reliability coefficient of .96 (Diana K. May,
2009).
Data Gathering Procedure
Permission from the Alaminos City National High School Principal was sought through a
letter of request by the researchers, which is noted by the researcher’s adviser, Mr. Rosendo
Bernabe. Upon approval by the principal, the data gathering instrument was floated and the
respondents were asked to answer the questions honestly.
The respondents were given enough time to answer the questionnaire and the researchers
themselves served as proctors. The survey was organized during their vacant time. The
questionnaires are given and retrieved on the same day.

Statistical Treatment of Data
In order to come up an objective interpretation and evaluation of the data gathered, the
researchers made use of appropriate statistical tools.
The statistical formulas below were used by the researchers for the analysis of the
different problems stated in this study.
For Problem Number One. To determine the profile of the respondents in terms of age,
sex and section, frequency count and percentage were used by the researchers.
The formula of the statistical tools used is shown below:
 Frequency Count – The frequency count was used to determine how many times a
certain variable occurs within a calculation. This tool identified the different indicators as
shown below in the problem.
 Percentage – The percentage was used to calculate the quantity of the indicators in
relation to the whole. It is the proportion per hundreds. This statistical tool is used to
determine the relationship of different indicators in its relation to the whole.
Formula for Percentage:
f
P= ×100 %
n
Where;
P = percentage n = number of respondents
f = frequency
For Problem Number Two. To determine the measures of mathematical anxiety and
mathematical competence, the researcher made use of statistical method like the frequency
count, weighted mean and average weighted mean. To find out the weighted mean, the formula
is shown below.
Formula for Weighted Mean:
∑( f x)
ω x́=
n
Where;
ω x́ = Weighted Mean
x = Weight of Individual Response
f = Individual Response
n = Number of Items
Formula of average Weighted Mean:
∑ ω x́
AVE ω x́ =
n
Where;
AVE ω x́ = Average Weighted Mean
∑ ω x́ = Summation of Weighted Means
n = Number of Items
The scales of Qualitative and Quantitative Interpretation together with the limit index are listed
below.
For Mathematical Anxiety Scale (MAS).
Quantitative Qualitative Index Limit

5 Very Anxiety 4.20-5.00
4 Anxiety 3.40-4.19
3 Neither 2.60-3.39
2 Less Anxiety 1.80-2.59
1 Least Anxiety 1.00-1.79
For Mathematical Competence Scale (MSC).
5 Very Competence 4.20-5.00
4 Competence 3.40-4.19
3 Neither 2.60-3.39
2 Less Competence 1.80-2.59
1 Least Competence 1.00-1.79
For Problem Number Three. To determine the indicators that reflect the respondent’s of
mathematical anxiety and mathematical competence, the researcher made use of statistical
method like the frequency count, weighted mean and average weighted mean with the following
scale using quantitative and qualitative description.
The scales of Qualitative and Quantitative Interpretation together with the limit index are
listed below.

4 Anxiety 3.40-4.19
3 Neither 2.60-3.39

3 Neither 2.60-3.39
For Problem Number Four. To determine the most and least agreed components of
mathematical anxiety and mathematical competence, the researcher made use of statistical
method like frequency count and weighted mean with the following scale using qualitative and
quantitative description.
The scales for Qualitative and Quantitative Interpretation together with the limit of index
are shown below.


4 Anxiety 3.40-4.19
3 Neither 2.60-3.39

3 Neither 2.60-3.39
Chapter 4
PRESENTATION, ANALYSIS OF DATA AND
INTERPRETATION OF FINDINGS
This chapter presents all the gathered responses from the respondents the Grade 11
Science, Technology, Engineering and Mathematics (STEM) students of Alaminos City
National High School. The result from the tabulation was interpreted, carefully analyzed, and
finally presented to answer the problems stated in chapter 1. The data gathered from the
respondents served as the skeletal form of this study to stand out for its full accomplishment.
Profile of the Respondents
The profile of the respondents was described in terms of age, sex and section from Grade
11 Science, Technology, Engineering and Mathematics students of Alaminos City national high
school. Frequency count and percentage formula were utilized to analyze the data obtained from
the respondents.
Table 1.A
Profile of the Respondents in Terms of Age
Age Frequency Percentage
15 years old 31 27.43%
16 years old 50 44.25%
17 years old 32 28.32%
Table 1 A show the frequency distribution and percentage of respondents in terms of age.
As seen in the table, majority of the respondents belong to he age of 16 years old having
a frequency count of 50 or 44.25 percent of the respondents. It was followed by the age group of
17, having a frequency count of 32 or 28.32 percent. The age bracket of 15 years old below the
frequency count of 31 or 27.43 percent.
As seen in the table, most of the respondents belong to the ages of 16.
The findings imply that most of the Grade 11 Science, Technology, Engineering and
Mathematics (STEM) students of Alaminos City National High School attended their senior
high school level at the right age.
Table 1. B
Profile of the Respondents in Terms of Sex.
Sex Frequency Percentage
Male 54 47.79%
Female 59 52.21%
Total 113 100%
Table 1 B shows the frequency distribution and percentage of respondents in terms of sex.
Most of the respondents were female respondents having a frequency count of 59 or
52.21 percent, while male respondents having a frequency count of 54 or 47.79 percentage out
of the 113 respondents. The findings in this table imply that the respondents are almost equally
distributed in relation to their sexes.
Table 1 C
Profile of the Respondents in Terms of Section.
Section Frequency Percentage
Pythagoras 56 49.56%
Archimedes 57 50.44%
TOTAL 113 100%
Table 1. C shows the frequency distribution and percentage of respondents in terms of section.
As seen in the table, section Archimedes has the highest number of respondents having a
frequency count of 57 or 50.44 percent while Pythagoras has a frequency count of 56 or 49.56
percent.
TABLE 2. A
Measures of Mathematical Anxiety in their Mathematics Classes.
Measure Index Limit Frequency Percentage
Very Anxious 4.20-5.00 39 34.51%
Anxious 3.40-4.19 41 36.28%
Slightly Anxious 2.60-3.39 22 19.47%
Less Anxious 1.80-2.59 11 9.74%
Least Anxious 1.00-1.79 0 0%
Total 113 100%
Total Score 447
Average Total Score 3.96

Average Weighted Mean 2.44
General measures of Mathematical Least Anxious
Anxiety of the Respondents
Most of the respondents are least anxious with a frequency of 38 or 33.63 percent, while
27 or 23.89% percent are less anxious, 21 or 18.59 percent are slightly anxious and 16 or 14.16
percent are anxious in their mathematics class; only 11 or 9.73 percent of the respondents claim
that they are very anxious.
The findings reflected in this table only imply that the Grade 11 Science, Technology,
Engineering and Mathematics (STEM) students are experiencing anxiety. It is definitely certain
that mathematical anxiety and mathematical competence exists among the respondents, although
their anxiety level vary and the MAS and MCS overall results only yielded to a general mean of
2.44 which classifies their general anxiety level as least anxious.
TABLE 2. B
Measures of Mathematical Competence in their Mathematics Classes.
Measures Index limit Frequency Percentage
Very Competent 4.20-5.00 38 33.63%
Competent 3.40-4.19 27 23.89%
Slightly Competent 2.60-3.39 21 18.59%
Less Competent 1.80-2.59 16 14.16%
Least Competent 1.00-1.79 11 9.73%
Total 113 100%

Total Score 353
Average Total Score 0.32
Average Weighted Mean 3.12
General measures of mathematical Competent
Competence of the Respondents.
Most of the respondents are very competent with a frequency of 38 or 33.63 percent,
while 27 or 23.89 percent are competent, 21 or 18.59 percent are slightly competent and 16 or
14.16 percent are less competent in their mathematics class; only 11 or 9.73 percent of the
respondents claim that they are least competent.
The findings reflected in this table only imply that the Grade 11 Science, Technology,
Engineering and Mathematics (STEM) students are experiencing anxiety. It is definitely certain
that mathematical anxiety and mathematical competence exists among the respondents, although
their anxiety level vary and the MAS and MCS overall results only yielded to a general mean of
2.44 which classifies their general anxiety level as least anxious and 3.12 which classifies their
general competence level as very competent.
Indicators that reflect the Respondents’ Mathematical Anxiety and Mathematical
Competence
The indicators that reflect the respondents’ mathematical anxiety and mathematical
competence is shown on Table 3. These items are grouped according to five components; the
first 10 indicates Mathematics Competence Factor of the students, Future Factor, In-class Factor,
Assignment Factor and Grade Anxiety Factor. With the use of statistical tools – frequency count,
weighted mean. And average weighted mean – the following data were obtained as shown.
Indicators that reflect the Respondents’ 5 4 3 2 1 Mea Rate
Mathematical Competence. n
1. I feel confident enough to ask 40 25 30 15 3 3.74 Much
questions in my mathematical class. Significant
2. I believe I can do well on a 45 20 32 14 2 3.81 Much
mathematical test. Significant
3. I believed I can complete all of 10 2 1 1 0 4.54 Very Much
the assignments in a mathematical 0 Significant
course.
4. I believed I am the kind of person 50 20 10 22 11 3.67 Much
who is good at mathematics. Significant
5. I believed I will be able to use 60 25 15 11 2 4.15 Much
mathematics in my future career when Significant
needed.
6. I believed I can understand the 45 30 20 17 1 3.89 Much
content in a mathematical course. Significant
7. I believed I can get an “A” when I 40 45 20 8 0 4.04 Much
am in a mathematical course. Significant
8. I believed I can learn well in a 53 23 22 15 0 4.01 Much
mathematical course. Significant
9. I feel confident when taking a 48 33 16 15 1 3.99 Much
mathematical test. Significant
10. I believed I am the type of person 51 40 19 3 0 4.23 Very Much

who can do mathematics. Significant
11. I feel that I will be able to do well 43 34 23 11 2 3.92 Much
in future mathematics courses. Significant
12. I believed I can do the 39 36 28 10 0 3.92 Much
mathematics in a mathematics course. Significant
13. I believed I can think like a 37 35 22 19 0 3.64 Much
mathematician. Significant
14. I feel confident when using 42 34 23 12 2 3.90 Much
mathematics outside of school. Significant
15. I feel competent when using 49 32 18 13 1 4.02 Much
mathematical course inside and outside Significant
the school.
Overall Mean 3.96 Much
Significant
The table shows that Table 3 shows the Indicators that reflect the Respondents’ Mathematical
competence
For the statement “I feel confident enough to ask questions in my mathematical class”,
the data obtained from the respondents have weighted mean of 3.74 which corresponds to much
significant
For the statement “I believe I can do well on a mathematical test”, the data obtained from
the respondents have weighted mean of 3.81 which corresponds to much significant.
For the statement “I believed I can complete all of the assignments in a mathematical
course “, the data obtained from the respondents have weighted mean of 4.54 which corresponds
to very much significant
For the statement “I believed I am the kind of person who is good at mathematics”, the
data obtained from the respondents have weighted mean of 3.67 which corresponds to much
significant.
For the statement “I believed I will be able to use mathematics in my future career when
needed”, the data obtained from the respondents have weighted mean of 4.15 which corresponds
to much significant.
For the statement “I believed I can understand the content in a mathematical course”, the
data obtained from the respondents have weighted mean of 3.89 which corresponds much
significant.
For the statement “I believed I can get an “A” when I am in a mathematical course”, the
significant.
For the statement “I believed I can learn well in a mathematical course”, the data
obtained from the respondents have weighted mean of 4.01 which corresponds to much
significant.
For the statement “I feel confident when taking a mathematical test”, the data obtained
from the respondents have weighted mean of 3.99 which corresponds to much significant.
For the statement “I believed I am the type of person who can do mathematics”, the data
obtained from the respondents have weighted mean of 4.23 which corresponds to very much
significant.
For the statement “I feel that I will be able to do well in future mathematics courses”, the
significant.
For the statement “I believed I can do the mathematics in a mathematics course”, the data
significant.
For the statement “I believed I can think like a mathematician”, the data obtained from
the respondents have weighted mean of 3.64 which corresponds to much significant.
For the statement “I feel confident when using mathematics outside of school”, the data
significant.
For the statement “I feel competent when using mathematical course inside and outside
the school”, the data obtained from the respondents have weighted mean of 4.02 which
corresponds to much significant.
Based on the data gathered by the researchers as reflected in table 3, using the formula
for average weighted mean, the data obtained from the respondents have an average weighted
mean of 3.96 which corresponds to much significant. The data obtained imply that the Grade 11
Science, Technology, Engineering and Mathematics (STEM) students of Alaminos City

National High School do much significant to the indicators that reflect the and mathematical
competence exists among the respondents.
Indicators that reflect the Respondents’
Mathematical Anxiety 5 4 3 2 1 Mea Rate
n
1. I get tense when I prepare for a mathematics 8 37 2 10 3 2.76 Much
test. 3 5 significa
nt
2. I get nervous when I have to use 20 25 2 20 2 2.99 Significa
mathematics outside of school. 5 3 nt

3. I worry that I will not be able to use 13 21 1 34 3 2.51 Fairly
mathematics in my future career when needed. 1 4 Significa
nt
4. I worry that I will not be able to get a good 15 23 9 35 3 2.61 Significa
grade in my mathematics course. 1 nt

5. I worry that I will not be able to do well on 19 27 1 22 2 2.86 Significa
mathematics test. 6 9 nt
6. I feel stressed when listening to mathematics 11 22 1 20 5 2.33 Fairly
instructor in class. 0 0 Significa
nt
7. I get nervous when asking questions in class. 5 13 2 30 4 2.23 Fairly
5 0 Significa
nt
8. Working on mathematics homework is 0 8 2 40 4 1.92 Fairly
stressful for me. 0 5 significa
nt
9. I worry that I do not know enough 5 15 2 30 3 2.28 Fairly
mathematics to do well in future mathematics 5 8 significa
courses. nt
10. I worry that I will not be able to complete 0 15 2 35 3 2.15 Fairly
every assignment in a mathematics course. 5 8 significa
nt
11. I worry I will not be able to understand the 10 23 2 24 3 2.62 Fairly
mathematics. 5 1 significa
nt
12. I worry that I will not be able to get an “A” 2 11 2 34 4 2.07 Fairly
in my mathematics course. 3 3 significa
nt
13. I worry that I will not be able to learn well 2 14 3 20 4 2.19 Fairly
in my mathematics course. 2 5 significa
nt
14. I get nervous when a taking mathematics 3 15 2 33 4 2.18 Fairly
tests. 2 0 significa
nt
15. I am afraid to give an incorrect answer 6 8 2 34 4 2.17 Fairly
during my mathematics class. 5 0 significa
nt
16. I feel anxious when using mathematical 8 9 2 33 3 2.24 Fairly
course inside and outside the school. 4 9 significa
nt
Overall Mean 2.38 Fairly
significa
nt
Table 3 shows the Indicators that reflect the Respondents’ Mathematical Anxiety
For the statement “I get tense when I prepare for a mathematics test” , the data obtained
from the respondents have weighted mean of 2.76 which corresponds to much significant.
For the statement “I get nervous when I have to use mathematics outside of school”, the
data obtained from the respondents have weighted mean of 2.99 which corresponds to
significant.
For the statement “I worry that I will not be able to use mathematics in my future career
when needed”, the data obtained from the respondents have weighted mean of 2.51 which
corresponds to fairly significant.
For the statement “I worry that I will not be able to get a good grade in my mathematics
course”, the data obtained from the respondents have weighted mean of 2.61 which corresponds
significant.
For the statement “I worry that I will not be able to do well on mathematics test”, the
data obtained from the respondents have weighted mean of 2.86 which corresponds to
significant.
For the statement “I feel stressed when listening to mathematics instructor in class”, the
data obtained from the respondents have weighted mean of 2.33 which corresponds to fairly
significant.
For the statement “I get nervous when asking questions in class”, the data obtained from
the respondents have weighted mean of 2.23 which corresponds to fairly significant.
For the statement “Working on mathematics homework is stressful for me”, the data
obtained from the respondents have weighted mean of 1.92 which corresponds to fairly
significant.
For the statement “I worry that I do not know enough mathematics to do well in future
mathematics courses”, the data obtained from the respondents have weighted mean of 2.28
which corresponds to fairly significant.
For the statement “I worry that I will not be able to complete every assignment in a
mathematics course”, the data obtained from the respondents have weighted mean of 2.15 which
corresponds to fairly significant.
For the statement “I worry I will not be able to understand the mathematics”, the data
obtained from the respondents have weighted mean of 2.62 which corresponds to fairly
significant.
For the statement “I worry that I will not be able to get an “A” in my mathematics course
“, the data obtained from the respondents have weighted mean of 2.07 which corresponds to
fairly significant.
For the statement “I worry that I will not be able to learn well in my mathematics
course”, the data obtained from the respondents have weighted mean of 2.19 which corresponds
to fairly significant.
For the statement “I get nervous when a taking mathematics tests”, the data obtained
from the respondents have weighted mean of 2.18 which corresponds to fairly significant.
For the statement “I am afraid to give an incorrect answer during my mathematics class”,
the data obtained from the respondents have weighted mean of 2.17 which corresponds to fairly
significant.
For the statement “I feel anxious when using mathematical course inside and outside the
school”, the data obtained from the respondents have weighted mean of 2.24 which corresponds
to fairly significant.
Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This chapter provides the summary of quantitative research, presents the conclusion
drawn based on the findings of the study from the participants, and offers recommendation for
improvements and further studies.
SUMMARY OF FINDINGS
The research aimed to evaluate the Grade 11 Science, Technology, Engineering and
Mathematics (STEM) students’ Mathematical Anxiety and Perceived Mathematical
Competence. Particularly, it sought the profile of the respondents in terms of age, sex and
section. And it sought to determine the measure of mathematical anxiety and mathematical
competence of the respondents in their Mathematics classes. It also sought the indicators that
reflect the respondents according to the factors. And lastly it is to determine the most and least
agreed in the first five factors of mathematical anxiety and mathematical competence.
This study, the researchers used the Descriptive Method. It aimed to answer the question
concerning the levels of Mathematical Anxiety and Mathematical Competence of the
respondents in their Mathematics classes, indicators reflective of the students’ mathematical
anxiety and mathematical competence. With the use of this, the researchers aimed to explore the
mathematical anxiety and mathematical competence of Grade 11 Science, Technology,
Engineering and Mathematics (STEM) students of the Alaminos City National High School,
academic year 2018 – 2019.

CONCLUSIONS
A. Profile of the Respondents in terms of Age, Sex and Section.
Based on the analysis of data in terms of age. Majority of the respondents belong to the
age of 16 years old having a frequency count of 50 or 44.25 percent of the respondents. And the
findings imply that most of the Grade 11 students of Alaminos City National High School
attended their senior high school level at the right age. Analysis of data in terms of sex, most of
the respondents were female respondents having a frequency count of 59 or 52.21 percent, while
male respondents having a frequency count of 54 or 47.79 percentage out of the 113
respondents.
The findings imply that the respondents are almost equally distributed in relation to their
sexes. Analysis of data in terms of section Archimedes has the highest number of respondents
having a frequency count of 57 or 50.44 percent while Pythagoras has a frequency count of 56 or
49.56 percent.
B. Measures of mathematical anxiety and mathematical competence in their mathematics
classes.
Based on the findings of the researchers it imply that the Grade 11 Science, Technology,
Engineering and Mathematics (STEM) students are experiencing anxiety and competent in their
mathematics classes. It is definitely certain that mathematical anxiety and mathematical
competence exists among the respondents, although their anxiety level vary and the MAS and
MCS overall results only yielded to a general mean of 2.44 which classifies their general anxiety
level as least anxious and 3.12 which classifies their general competence level as very
competent.
C. Indicators that reflect the Respondents’ Mathematical Anxiety and Mathematical
Competence.
Based on the findings of the researchers the overall mean in the indicators that reflect the
Respondents’ Mathematical Competence is much significant and fairly significant in the
indicators that reflect the Respondents’ Mathematical Anxiety. Therefore, the Grade 11 Science,
Technology, Engineering and Mathematics (STEM) students are more competent than anxious
in their mathematics classes.
RECOMMENDATIONS
In the light of the study findings and limitations, the researcher set the following
recommendations:
1. To Parents
1.1 Parents should know what their children feel inside the class during mathematics
class or either in other subjects they should help them by monitoring their behavior in
their respective classes.
1.2 Parents must find ways how to avoid the anxiety of their children during mathematics
subject and also using mathematics inside and outside of the school.
1.3 They must learn how to make their children more competent in mathematics classes
to make their performance good.

2. To Teachers
2.1 Teachers are advised to motivate their students on appreciating the importance of
mathematics in life.
2.2 Teachers should serve as an example to the students that mathematics are one of the
most important subjects in school.
3.3 Teachers are responsible for the guidance of the students whenever they teach lessons
about mathematics subject and try to monitor the behavior of their students during
classes with mathematics subject.
3. To Students
3.1 Students are encouraged to practice solving on mathematics to avoid anxiety during
classes of mathematics subject.
3.2 They should learn to be good role models in giving importance of mathematics in
life.
3.3 They must know how to motivate their self to be competent in mathematics subject in
order to avoid the anxiety during classes of mathematics.
4. To Future Researchers
4.1 They must try to discover other reasons of anxiety during classes of mathematics
subject.
4.2 They should also aim to conduct the study, not only in Grade 11 STEM students, but
also to other grade level, strands and tracks of Senior High School.
4.3 They should also try to study the grade levels of Junior High School.
4.4 They should conduct other researchers concerning the mathematically anxiety and
competence of students.
BIBLIOGRAPHY
https://www.wjrr.org/download_data/WJRR0205006.pdf
https://link.springer.com/article/10.1023/A:1014589220323
https://www.google.com/search?
ei=NjhDW8ahCcX1vATJ_IC4Cg&q=local+studies+in+the+philippines+about+mathematical+a
nxiety&oq=local+studies+in+the+philippines+about+mathematical+anxiety&gs_l=mobile-gws-
wiz-serp.3..0i71l5.20284.29082..29906...0....0.0.......0....1.xiF7Q09LlOw
https://www.google.com/search?source=hp&ei=uTdDW5LvBcnIvgSaor-
ADw&q=local+studies+about+mathematical+anxiety
file:///data/data/com.android.browser/files/A:1014589220323.mht
file:///data/data/com.android.browser/files//scholar.mht
http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0130570
file:///data/data/com.android.browser/files/math-anxiety-and-math-performance.html.mht
https://lincs.ed.gov/professional-development/resource-collections/profile-193
https://ejournals.ph/article.php?id=230
https://www.google.com/search?
ei=dRlEW4X7Cc_t9QOF6JrgDg&q=foreign+related+studies+of+mathematical+anxiety
APPENDIX A
APPENDIX B
MATHEMATICAL ANXIETY SCALE (MAS) AND MATHEMATICAL
COMPETENCE SCALE (MCS)
For Mathematical Competence:
ITEMS/ INDICATOR Very

Competence
Competence Neither Less
Competence
Least
Competence
1. I feel confident enough to ask
questions in my mathematical class.
2. I believe I can do well on a

mathematical test.
3. I believed I can complete all of
the assignments in a mathematical
course.
4. I believed I am the kind of
person who is good at mathematics.
5. I believed I will be able to use
mathematics in my future career
when needed.
6. I believed I can understand the
content in a mathematical course.
7. I believed I can get an “A”
when I am in a mathematical
course.
8. I believed I can learn well in a
mathematical course.
9. I feel confident when taking a
mathematical test.
10. I believed I am the type of
person who can do mathematics.
11. I feel that I will be able to do
well in future mathematics courses.
12. I believed I can do the
mathematics in a mathematics
course.
13. I believed I can think like a
mathematician.
14. I feel confident when using
mathematics outside of school.
15. I feel competent when using
mathematical course inside and
outside the school.
For Mathematical Anxiety:
Very Less Least

ITEMS/INDICATOR Anxiety Anxiety Neither Anxiety Anxiety
1. I get tense when I prepare for a mathematics
test.
2. I get nervous when I have to use
3. I worry that I will not be able to use
mathematics in my future career when needed.
4. I worry that I will not be able to get a good
grade in my mathematics course.
5. I worry that I will not be able to do well on
mathematics test.
6. I feel stressed when listening to
mathematics instructor in class.
7. I get nervous when asking questions in
class.
8. Working on mathematics homework is
stressful for me.
9. I worry that I do not know enough
mathematics to do well in future mathematics
courses.
10. I worry that I will not be able to complete
every assignment in a mathematics course.
11. I worry I will not be able to understand the
mathematics.
12. I worry that I will not be able to get an “A” in
my mathematics course.
13. I worry that I will not be able to learn well in
14. I get nervous when a taking mathematics
tests.
15. I am afraid to give an incorrect answer
during my mathematics class.
16. I feel anxious when using mathematical
course inside and outside the school.
APPENDIX C
COMPONENT ANALYSIS OF THE MAS AND MCS IN THIS STUDY
Adapted from Diana K. May (2009)
COMPONENTS OF MATHEMATICAL ITEMS/ INDICATOR

ANXIETY AND MATHEMATICAL Mathematical Mathematical
COMPETENCE Anxiety Competence

1. Mathematics Competence Factor 2, 11, 13 2, 6, 8, 10, 12,
C
13, 14
2. Future Factor 3, 9 5, 11
A
3. In-Class Factor 6, 7, 15 1
U
4. Assignment Factor 8, 10 3
S
5. Grade Anxiety Factor 1, 5, 4, 12, 14 4, 7,
E
S
APPENDIX D
MATHEMATICAL ANXIETY AND MATHEMATICAL COMPETENCE OF GRADE
11 SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) OF
ALAMINOS CITY NATIONAL HIGH SCHOOL
Dear Respondents:
The purpose of this research is to gather data on “MATHEMATICAL ANXIETY AND
MATHEMATICAL COMPETENCE OF GRADE 11 SCIENCE, TECHNOLOGY,
ENGINEERING AND MATHEMATICS (STEM) OF ALAMINOS CITY NATIONAL
HIGH SCHOOL”. Please answer correctly, accurately and honestly because the information
you will give will determine the mathematical anxiety and mathematical competence of Grade
11 Science, Technology, Engineering and Mathematics (STEM) of Alaminos City National
High School (ACNHS).
Your answers to this questionnaire will be treated as highly confidential.
Thank you very much.
Vey truly yours,
ROMA C. TAGARA
CINDY H. CASPE
ALEX B. HOLANDA
ALEC LUIGI P. RALLUSTIAN
Researchers
PART I. Profile of the Respondents
Name (Optional):
Direction: Please put check mark (✓ ) in the space provided before each item to indicate your
answer.
A. Age C. Grade and Section
15 years old Pythagoras
16 years old Archimedes
17 years old
B. Sex
Male
Female
Part II. Levels of Mathematical Anxiety and Mathematical Competence
Direction: Each of the following statements refers to how you feel about your Mathematics
classes.
Please indicate whether you:
4 Anxiety 3.40-4.19
3 Neither 2.60-3.39
For Mathematical Competence Scale (MCS).
3 Neither 2.60-3.39

Direction: Put a check mark ( ✓ ) on the column that best represents your feelings towards each
statement.
Please make sure that EVERY statement is answered.
For Mathematical Competence:
ITEMS/ INDICATOR Very

Competence
Competence Neither Less
Competence
Least
Competence
16. I feel confident enough to ask
questions in my mathematical class.
17. I believe I can do well on a

mathematical test.
18. I believed I can complete all of
the assignments in a mathematical
course.
19. I believed I am the kind of
person who is good at mathematics.
20. I believed I will be able to use
mathematics in my future career
when needed.
21. I believed I can understand the
content in a mathematical course.
22. I believed I can get an “A”
when I am in a mathematical
course.
23. I believed I can learn well in a
mathematical course.
24. I feel confident when taking a
mathematical test.
25. I believed I am the type of
person who can do mathematics.
26. I feel that I will be able to do
well in future mathematics courses.
27. I believed I can do the
mathematics in a mathematics
course.
28. I believed I can think like a
mathematician.
29. I feel confident when using
30. I feel competent when using
mathematical course inside and
outside the school.
For Mathematical Anxiety:
Very Less Least
ITEMS/INDICATOR Anxiety Anxiety Neither Anxiety Anxiety
17. I get tense when I prepare for a
mathematics test.
18. I get nervous when I have to use
19. I worry that I will not be able to use
mathematics in my future career when needed.
20. I worry that I will not be able to get a good
grade in my mathematics course.
21. I worry that I will not be able to do well on
mathematics test.
22. I feel stressed when listening to
mathematics instructor in class.
23. I get nervous when asking questions in
class.
24. Working on mathematics homework is
stressful for me.
25. I worry that I do not know enough
mathematics to do well in future mathematics
courses.
26. I worry that I will not be able to complete
every assignment in a mathematics course.
27. I worry I will not be able to understand the
mathematics.
28. I worry that I will not be able to get an “A” in
29. I worry that I will not be able to learn well in
30. I get nervous when a taking mathematics
tests.
31. I am afraid to give an incorrect answer
during my mathematics class.
32. I feel anxious when using mathematical
course inside and outside the school.
CURRICULUM VITAE
ALEX BORJE HOLANDA
Science. Technology, Engineering and Mathematics
Barangay Sabangan, Alaminos City, Pangasinan
09270771061
holanda.alexanderblue62@gmail.com
PERSONAL INFORMATION
Date of Birth : May 28, 2001
Place of Birth : Alaminos City Pangasinan
Parents : Reynaldo Bautista Holanda
Josefina Borje Holanda
EDUCATIONAL BACKGROUND
Senior High School: Alaminos City National High School
Science, Technology, Engineering and Mathematics
San Jose Drive, Poblacion Alaminos City Pangasinan
Junior High School: Alaminos City National High School
Grade 10- Rutherford
2017-2018
Elementary School: Sabangan Elementary School
2013-2014
ROMA CALICDAN TAGARA
Barangay Garrita Bani Pangasinan
09955634082
romatagara@gmail.com
Date of Birth : November 7 2000
Parents : Rodolfo Bergonia Tagara
Wilma Calicdan Tagara
Junior High School: Garrita National High School
Grade 10- Marangal
Garrita, Bani Pangasinan
2017-2018
Elementary School: Garrita Elementary School
2013-2014
CINDY HUGO CASPE
Barangay Bued Alaminos City, Pangasinan
09289367219
caspecindyhugo@gmail.com
Date of Birth : July 02, 2000
Parents : Cesar Ventura Caspe
Marilou Hugo Caspe
Grade 10- Lilac
2017-2018
Elementary School: Bued Elementary School
2013-2014
ALEC LUIGI PADIS RALLUSTIAN
Science. Technology, Engineering and Mathematics
Barangay Palamis, Alaminos City, Pangasinan
09777619790
ralecluigi@yahoo.com
Date of Birth : May 24, 2001
Parents : Alejandro Victo Rallustian
Flora Padis Rallustian
Grade 10- Waling-Waling
2017-2018
Elementary School: Palamis Elementary School
2013-2014

Mathematical Anxiety and Mathematical Competence

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MATHEMATICAL ANXIETY AND PERCEIVED MATHEMATICAL COMPETENCE OF

GRADE 11 SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM)

ALEC LUIGI RALLUSTIAN

Anxiety is about fear or nervous on what might happen or a feeling of wanting to do

a study and research about the MATHEMATICAL ANXIETY AND PERCEIVED

MATHEMATICAL COMPETENCE OF GRADE 11 SCIENCE, TECHNOLOGY,

ENGINEERING AND MATHEMATICS (STEM) STUDENTS OF ALAMINOS CITY

general anxiety level as least anxious.

A lot of students in Science Technology Engineering Mathematics experiencing Mathematical

students of STEM 11 class.

TITLE PAGE ..................................................................................................................................i

TABLE OF CONTENTS .............................................................................................................iii

LIST OF TABLES ........................................................................................................................iv

LIST OF FIGURES ......................................................................................................................vi

1 THE PROBLEM AND ITS BACKGROUND

Statement of the Problem........................................................................................2

Objectives of the Study...........................................................................................4

Significance of the Study........................................................................................4

Scope and Limitation..............................................................................................5

2 REVIEW OF RELATED LITERATURE AND RELATED STUDIES

Population of the Study.........................................................................................34

Data Gathering Instrument....................................................................................35

Data Gathering Procedure.....................................................................................36

Statistical Treatment of Data.................................................................................37

4 PRESENTATION, ANALYSIS OF DATA AND INTERPRETATION OF FINDINGS

Profile of the Respondents....................................................................................42

Measures of mathematical anxiety and mathematical competence in their

Indicators that reflect the Respondents’ Mathematical Anxiety and

5 PRESENTATION, ANALYSIS OF DATA AND INTERPRETATION OF FINDINGS

Table Title Page

1.A Profile of the Respndents in Terms of Age...........................................................42

1.B Profile of the Respndents in Terms of Sex...........................................................43

1.C Profile of the Respndents in Terms of Section.....................................................44

2. A Measures of mathematical anxiety in their mathematics classes..........................44

2. A Measures of mathematical competence in their mathematics classes...................45

3 Indicators that reflect the Respondents’ Mathematical Competence....................47

3 Indicators that reflect the Respondents’ Mathematical Anxiety...........................51

Figure Title Page

1 Paradigm of the Study 33

THE PROBLEM AND ITS BACKGROUND

study, scope and limitation and the definition of terms used.

confidence (Tobias, S., 2008).

The detrimental consequences of mathematics anxiety have repeatedly been evidenced

Anxiety in solving mathematical problems is certainly one of the greatest concerns of

Dictionary (2018) recognized the aspect of an uncertain outcome. Mathematics anxiety is

STATEMENT OF THE PROBLEM

of Grade XI Science, Technology, Engineering and Mathematics (STEM) students in Alaminos

City National High School, year 2018-2019.

` Specially it sought to answer the following questions:

mathematical competence as grouped according to the following factors?

3.1. Mathematics Competence Factor

3.2. Future Factor

3.3. In-Class Factor

3.4. Assignment Factor

3.5. Grade Anxiety Factor

4. Of this five components of mathematical anxiety and mathematical competence,

which is most and least?

This study aimed to:

2. To determine the measure of mathematical anxiety and mathematical competence of the

respondents in their Mathematics classes.

and mathematical competence.

SIGNIFICANCE OF THE STUDY

mathematical competence of grade 11 Science, Technology, Engineering and Mathematics