Manuscript Math Anxiety

Document Code: DCAVRKMI-F-URFR
MANUEL S. ENVERGA UNIVERSITY FOUNDATION

Lucena City Document Title: Undergraduate Research Final Report
An Autonomous University Page No.: Page 1 of 77
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DR. CESAR A. VILLARIBA RESEARCH AND Effectivity Date: August 2017
KNOWLEDGE MANAGEMENT INSTITUTE Prepared by: DCAVRKMI
Reviewed by: QMR
QUALITY FORM Approved by: President
THE EFFECTS OF MATH ANXIETY ON STUDENTS’ MATHEMATICAL LEARNING
A Research Paper
Presented to the Faculty of the Senior High School Department
Manuel S. Enverga University Foundation
Lucena City
In Partial Fulfillment of the Requirements
for Practical Research II
by
Robert Ezekiel M. Mangaba
Hyacinth H. Marasigan
John Lenard B. Sanchez
Christine Ann C. Porto
Sean Rose Vertha P. Batayola
Andrea Shane T. Arenas
Ralph Adrian P. Faderugao
Heherson V. Cainglet
March 2020
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Approval Sheet
This thesis hereto entitled:
THE EFFECTS OF MATH ANXIETY ON STUDENTS’ MATHEMATICAL LEARNING
prepared and submitted by ROBERT EZEKIEL M. MANGABA in partial fulfillment of the

requirements for Grade 11 (Science, Technology, Engineering, and Mathematics) has been
examined and recommended for acceptance and approval for oral examination.
ADRIAN D. STO DOMNINGO

Adviser
Approved by the Committee on Oral Examination with a grade of _______________ on

____________________________.
______________________________
Senior High School Teacher
Panelist
______________________________
Panelist
______________________________
Panelist
Accepted and approved in partial fulfillment of the requirements for Grade 11 (Science,
Technology, Engineering, and Mathematics).
VICOR R. ORIBE, PhD

Track Coordinator, STEM
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Table of Contents
Page
Title Page 1
Approval Sheet 2
Table of Contents 3
List of Figures and Tables 5
Acknowledgments 6
1. Abstract 8
2. Background 9
a. Rationale of the Research 9

b. Purpose of the Research 11
c. Theoretical Framework 12
d. Literature Survey 13
e. Significance of the Research 25
f. Statement of Desired Outcomes 26
g. Target Beneficiaries of Research Results 26
h. Definition of Terms 27
i. Scope and Limitations of the Study 28
3. Description of Method or Approach 28
a. Research Design/Research Instrument/Data Gathering Procedures 28

b. Respondents /Units of Analysis/Subjects of the Study 29
c. Sampling Design and Procedures 30
d. Research Locale/Study Site 30
e. Data Analysis Plan 30
f. Research Paradigm/Conceptual Framework 31
4. Results and Discussion 32
5. Conclusions 39
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6. Recommendations 40
Page
7. References 42
8. Major Final Output 50
Appendices 52
A. Curriculum Vitae of the Researchers 52

B. Research Instrument/s 69
C. Documentation 72
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List of Figures and Tables
Figure Title Page
1 Research paradigm 34
Table Title Page
1 Level of Exposure to Math Anxiety 32
2 Causes of Math Anxiety 34
3 Effects of Math Anxiety on Students’ Mathematical Learning 37

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Acknowledgments
The researchers would like to express their deepest gratitude to those that have been part
of the fulfillment and completion of this research paper.
The researchers would like to thank the respondents from HUMSS and TAGS for the
time they gave to participate in the study’s survey.
The proponents would also like to thank their parents for the support that they gave
throughout the course of this study.
The researchers would also like to recognize their classmates for the help that they gave
that paved way for this study’s completion. To Mark Tristan Marapao, Fiona Catherine Neo,
Jhay Mhara Villones, Sophia Nicole Abaca, and to the other students of STEM11B1.
To the man behind this study, the proponents’ research adviser, Mr. Adrian D. Sto
Domingo for the time and numerous efforts he gave to help the researchers in completing this
study, and for his constant guidance and support to the researchers during the span of this
research.
And of course, to God Almighty, for giving the researchers strength and knowledge, and
for maintaining their good health as the study were being conducted.
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Research Title: THE EFFECTS OF MATH ANXIETY ON STUDENTS’ MATHEMATICA
LEARNING
Name of Researcher : Robert Ezekiel M. Mangaba
Hyacinth H. Marasigan
John Lenard B. Sanchez
Christine Ann C. Porto
Sean Rose Vertha P. Batayola
Andrea Shane T. Arenas
Ralph Adrian P. Faderugao
Heherson V. Cainglet
Track/ Section : STEM11B1
Name of Research Adviser : Mr. Adrian D. Sto Domingo

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1. Abstract
Back in 2018, the Philippines joined the Programme for Student Assessment
Development (PISA), which assessed the knowledge and skills acquired by 15 year-old students
across the world in four subject areas. Out of the 78 participating countries, the Philippines
ranked 77th in mathematics (OECD, 2019). Furthermore, during the 2014 National Achievement
Test (NAT), Quezon province ranked the lowest in mathematics out of every province in the
Philippines with an average score of 34.9, 23.7 lower than the national average of 58.6 (David
abd Honggang, 2018). These alarming phenomena prompted the researchers to conduct the study
entitled: The Effects of Math Anxiety on Students’ Mathematical Learning, with the objectives
of determining the level of exposure of the respondents to math anxiety, its causes and its effects
to mathematical learning. The researchers utilized the descriptive design of quantitative research.
The data gathering was done through a survey given to 100 respondents, with the use purposive
sampling, from the HUMSS and TAGS strands of the Manuel S. Eneverga University
Foundation, Lucena City. The researchers also used the weighted mean formula in computing for
the average responses of the respondents. Based on the study’s findings, the researchers
concluded that the respondents are moderately exposed to mathematics anxiety, with its main
causes being the respondents’ math performance, new math topics, and the pre-existence of math
anxiety. The results also showed that math anxiety affects mathematical learning by negatively
influencing math motivation, working memory, and math thinking and attitude.
Keywords: anxiety, math anxiety, mathematical learning, math performance, mathematics

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2. Background
a. Rationale of the Research
Mathematics education is essential in almost every career, especially in fields such as
science, technology, commerce, economics and many more (Reyes & Castillo, 2015, as cited in
Adao, 2015). Which is why as a student, being anxious around mathematical tasks will pose
different challenges for those who experience them.
According to Geist (2010, as cited in Futalan & Mamhot, 2018), mathematical anxiety
can be defined as the “fear of Mathematics” or the “negative attitude” expressed towards
learning mathematics. Similarly, math anxiety can be thought of as feelings of tension, worry,
and fear with regard to math-related activities (Suinn & Winston, 2003, as cited in Wang et al.,
2016).
Back in 2012, the Programme for Student Assessment Development (PISA), assessed the
math anxiety of 15 year-old students by answering questions about how they feel when they
think of having to perform mathematical tasks, when they think of their performance in
mathematics, and while they try to solve mathematics problems. Across countries that are
members of the Organisation for Co-operation and Development (OECD), an international
organization that created the PISA, 59% of students said that they often worry that they will
struggle in their math classes; 33% of them said that they get very stressed in doing mathematics
homework; 31% reported that they get nervous in solving mathematics problems; 30% reported
that they feel helpless when solving a mathematics problem; and 61% said that they worry about
getting low grades in mathematics. In all countries, the assessment showed that at least one out
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of three students regularly worry that mathematics classes will be difficult for them. However,
students from Argentina, Indonesia, Jordan, Korea, Malaysia, Romania, Tunisia and Uruguay are
reported to be more anxious. In the said countries, more than three in four students worry about
mathematics classes. On the contrary, in Denmark, Iceland, Liechtenstein, the Netherlands,
Sweden, Switzerland and the United Kingdom, less than one in two students are reported to have
anxiety towards math classes (OECD, 2015).
Recently, the Philippines participated in the PISA 2018, which is a test administered to
15 year-old students across the world to assess the knowledge and skills they acquired in three
subject areas: reading, science, and mathematics. For mathematics, the PISA classified the
different countries’ and economies’ scores into seven levels: below level one, and levels one to
six. In mathematics, the Philippines scored below level one with a score of 353 points, 136
points lower than the OECD average (489 points). Out of the 78 participating countries, the
Philippines ranked 77th in mathematics, outperforming the Dominican Republic by 28 points.
The top performing countries and economies in mathematics were B-S-J-Z (China), Singapore,
Macao (China), and Hong Kong (China) respectively; they all classified into level four. While
the lowest performing countries were Dominican Republic, Philippines, and Panama (OECD,
2019). According to the OECD (2019), “In… the Philippines, even the highest-performing
students scored only around the OECD average” (p.19).
Similarly, the Department of Education (DepEd) conducts the National Achievement
Test (NAT) to third, sixth and tenth graders all over the country. From the years 2012-2014, the
mean percentage scores of public schools are gradually increasing but, was still below the target
average of 75 MPS. Although the subject with the lowest MPS in the NAT was science,
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mathematics is the second lowest with an MPS of 59. And during the 2014 NAT, the province of
Quezon was the second lowest scoring province in science, with an average of score of 31.7,
16.5 lower than the national average of 48.2. While in mathematics, Quezon province had an
average score of 34.9, 23.7 lower than the national average of 58.6, earning the lowest average in
all of the provinces (David & Honggang, 2018).
Although there can be many variables that can be associated with poor performance in
mathematics such as a lack of qualified math teachers, poor teaching methods (Sa’ad, Adamu &
Sadiq, 2014); according to Herts & Beilock (2017), people that are math-anxious display a
declining mathematical processing, which leads to poor performance in mathematics, eventually
raising their level of math anxiety.
In the locality, the researchers observed that many of their peers encounter difficulties
with mathematical tasks, resulting to math aversiveness. For this reason, as well as the data
stated above, the researchers conducted the study entitled: The Effects of Math Anxiety on
Students’ Mathematical Learning.
b. Purpose of the Research
The main purpose of this study was to identify the relationship between students’ math
anxiety and their mathematical learning. Specifically, the study aimed to answer the following
questions:
1. What is the level of exposure of the respondents to math anxiety?
2. What are the causes of math anxiety among the respondents?

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3. What are the effects of math anxiety on the mathematical learning of the students?
c. Theoretical Framework
The researchers utilized the three theories that were discussed by Carey, E.; Hill, F.;
Devine, A.; & Szücs, D. (2016) in their paper: “The Chicken or the Egg? The Direction of the
Relationship Between Mathematics Anxiety and Mathematics Performance.” The three theories
are: the Deficit Theory, the Debilitating Anxiety Model, and the Reciprocal Theory.
The Deficit Theory suggests that people who start out with poorer math performance are
more likely to develop anxiety about math. Studies have suggested, for example, that children
with mathematical learning disabilities like developmental dyscalculia (which causes poor math
performance) have higher levels of math anxiety than children without mathematical learning
disabilities. Longitudinal studies (studies that track children over a longer period of their
development than most studies, offering only a snapshot at a specific time point) often indicate
that reduced mathematics performance may be associated with higher mathematics anxiety in the
following school year.
The Debilitating Anxiety Model suggests that the association between mathematical
anxiety and mathematical performance is motivated by the devastating effects of anxiety on
learning and mathematical skills. Math anxiety can affect multiple levels of math performance.
Firstly, evidence suggests that math nervous people are less willing to engage in math activities
at all. Second, when people are engaged in math tasks, math anxiety can act to distract them from
what they need to learn or remember. The theory is that math anxiety decreases math efficiency
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by both reducing interaction with math tasks and making certain math tasks more difficult to
solve by reducing the ability of working memory. There is some evidence that the anxiety-
performance relationship between math works in this direction.
The Reciprocal Theory is the combination of evidence for each of the two hypotheses
indicates that both may potentially play a role in the relationship between anxiety and success in
math. That is, math anxiety could lead to reduced performance and poorer performance could
lead to anxiety in mathematics. The math anxiety-performance relationship works in both
directions. While few studies find explicit evidence of a bidirectional relationship, this could be
because different types of research favor each of the two different directions. The effect of math
anxiety on performance tends to be most easily found in experiments that adjust the math anxiety
of a person (in the short term) and see if it affects their performance. On the other hand,
longitudinal (long-term) studies find the impact of success at potential mathematical anxiety
harder to see.
d. Literature Survey
Review of Related Studies
This section discusses the researches that are connected to the study entitled “The Effects
of Math Anxiety on Students’ Mathematical Learning.”
Foreign
Several studies conducted in the past have defined math anxiety as a negative emotion or
feeling. According Luttenberger (2018) math anxiety has been defined as feelings of anxiety and
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increased physiological reactivity when individuals deal with math, such as when they must
manipulate numbers, solve mathematical problems, or when they are exposed to an evaluative
situation connected to math. Math anxiety experienced in the classroom may also include a sub-
facet related to the fear of math teachers. Other studies add the numerical anxiety content-related
dimension to test and classroom math anxiety. This describes anxiety that occurs when
undertaking math operations and manipulating numbers.
Similarly, Sokolowski & Ansari (2017) discussed two ideas about how anxiety could
develop in mathematics. One idea is that children who struggle with numbers when they're at a
very young age are more likely to develop math anxiety when they start schooling. Another idea
is that math anxiety develops in children experiencing certain kinds of social situations which
affect the thoughts or feelings of the child. It means that the child's emotions, opinions, or
behaviors are affected by other people say or do. One example of a study showed that teachers
with high math anxiety were more likely to have students with poorer math achievement at the
end of the school year.
Maloney and Beilock (2012) stated that mathematics anxiety is likely to be due both to
existing difficulties in mathematical thoughts and to social factors. For example, exposure to
teachers who themselves suffer from mathematics anxiety. Additionally, they stated that those
with first mathematical difficulties are also likely to be more vulnerable to the negative social
influences; and that this may create repeating problems.
According to Weale (2019), key triggers for anxiety included poor marks, test pressures,
teasing by fellow pupils and a confusing mix of teaching methods. Children as young as six
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years old feel fear, rage and despair as a result of mathematics anxiety, a condition which can
also cause physical symptoms and behavior problems in class.
Adeyemy (2015) discussed several effects of mathematics anxiety such as: lack of
confidence in doing mathematics, lack of courage to express their feelings about mathematics to
their teachers, negative attitude towards mathematics, and avoidance of mathematics courses.
According to Dowker (1998 as cited in Ashcraft et al., 2016), mathematics anxiety might
also influence performance more directly, by overloading working memory. Anxious people are
likely to have annoying thoughts about how badly they are doing, which may distract attention
from the task or problem at hand and overload working memory resources. As a result, the load
that mathematics anxiety and associated ruminations place on working memory could be a
possible explanation for decline in mathematical performance.
According to Ramirez et al. (2016), The relation among working memory, anxiety, and
performance is revealed through task differences not only in working memory requirements, as
Taylor and Spence discovered in 1952, but also in individual differences in working memory
capacity. For example, in one study of math anxiety, first and second graders who demonstrated
high working memory capacity on a forward and backward digit span task showed a negative
relation between math anxiety and performance whereas their low working memory peers did
not.
The findings of Wondimu et al. (2012) showed that the uneasy feeling such as panic,
clueless and helplessness when working on something related to mathematics tends to affect the
mathematical performance of students which increases their anxiety. They also found that
mathematical self-concept and mathematical anxiety are related.

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According to Weale (2019), “the experiences of math anxiety are multifaceted, with
students expressing emotions from rage to despair.” Weale also discussed that students often
reported overwhelming negative emotions which sometimes leads them to act out in class and be
removed from the classroom, or to become tearful. Others said that they feared their mathematics
lessons or that physical symptoms had an impact on their ability to improve.
The negative association between anxiety and mathematics performance is also observed
when comparing different students in a single school system of a country. The higher the level of
mathematics anxiety, the lower the student’s score in mathematics (PISA, 2015). Furthermore,
the PISA (2012) also revealed that countries and economies where students tended to report
higher levels of anxiety are also those where students tend to perform less well in mathematics.
Similarly, Leppavirta (2013) explained that the association between mathematics anxiety
and the students' performance in electromagnetics. Individuals with high mathematics anxiety
were significantly less successful in the examination and the concept test when compared with
individuals with low mathematics anxiety. However, students with high mathematics anxiety
performed relatively well in the concept test when compared to their performance in workout
problems, often even better than individuals with medium mathematics anxiety.
According to Luttenberger et. al (2018), math anxiety appears to influence more strongly
than accuracy. Students with lower math anxiety are more efficient and complete more digits
correctly per minute on mathematical tasks (with operations such as addition, subtraction,
multiplication, division, and linear equations) than students with higher level of math anxiety.
The brain function of a young student who suffers from math anxiety differs from that of
their peers who do not. A study led by Vinod Menon, a professor of psychiatry and behavioral
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sciences, was done through functional magnetic resonance imaging, or FMRI. 46 second and
third grade students with low and high math anxiety were scanned as they worked on arithmetic
problems. The result revealed that students who experienced math anxiety had increased activity
in brain regions associated with fear and decreased activity in areas involved in problem-solving.
According to Menon, these results could lead to new strategies and treatments for math anxiety,
similar to those for other phobias (Anonymous, 2012).
According to Sparks (2015), the anxiety levels in math-phobic students may be reduced
through one-on-one tutoring as found in a new study in the Journal of Neuroscience. As a form
of therapy, researchers from the Stanford University used individualized tutoring, in which a
math-phobic person is repeatedly exposed to something that scares them in a safe and controlled
environment. The researchers tested 46 third graders on math anxiety. Then the children each
had 22 tutoring sessions on addition and subtraction. After tutoring, arithmetic skills of all the
students have improved. Functional magnetic resonance imaging, or FMRI, scans also found
lower brain activity in the amygdale-a part of the brain associated with fear and emotion, on
highly math-anxious children (Sparks, 2015). The findings gathered by Sparks (2015), therefore
supports the study of Menon.
Students with math anxiety show less brain activity in brain regions involved with
mathematical thinking, and more brain activity in brain regions involved with negative emotions.
Researchers have also started to test possible interventions that seem to help people suffering
with math anxiety. However, a lot of work is still needed in order to discover how math anxiety
appears, the reason behind this anxiety-being experienced only by some people, and ways on
how we can help people overcome this problem (Ansari & Sokolowski, 2017).
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The words that teachers use when conferring with students are also important. Praising
students for correct answers, speed, or good grades does little in the way of providing useful
feedback. On the other hand, giving specific comments about processes students use to solve
problems, their decision to represent the math in multiple ways, or their use of particular sense-
making strategies encourages all students and makes the math accessible to all (Picha G., 2018).
Similarly, Perina (2002) discussed that more students were afraid to ask for help if they
felt that the teacher was giving off a negative feeling towards helping the student. Most of the
articles correlated the way a teacher teaches and how their attitude affects their students.
Some studies also relate the math anxiety of students to their parents. According to
Sparks (2015), if parents shudder at the thought of algebra or arithmetic, the fear of mathematics
may be passed on to their children. Students whose parents reported high math anxiety made
significantly less progress in math over the course of a year and were more likely to become
anxious themselves. This a result of parents having trouble helping their children with
homework. In contrast, students with math-anxious parents who helped them with homework
showed no similar problems in reading.
Dowker (2016) stated that mathematics anxiety is involved not only with performance in
high-level calculation skills that require the use of working memory resources, but also with
much more basic numerical skills. For example, Maloney et al. (2011) gave high mathematics-
anxious (HMA) and low mathematics-anxious (LMA) individuals two variants of the symbolic
numerical comparison task. In two experiments, a numerical distance by mathematics anxiety
(MA) interaction was obtained, demonstrating that the effect of numerical distance on response
times was larger for HMA than for LMA individuals. The Dowker suggests that HMA
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individuals have less precise representations of numerical magnitude than their LMA peers; and
that this may be primary and precede the mathematics anxiety. In other words, mathematics
anxiety may be associated with low-level numerical deficits that compromise the development of
higher-level mathematical skills.
Other studies also pointed out the difference of the prevalence of mathematics anxiety
depending on the students’ gender. According to Devine et al. (2012), mathematics anxiety has
an effect on mathematics performance, even after controlling for general test anxiety, in girls but
not in boys. They asked 433 British secondary school children in school years 7, 8, and 10 (11-to
15-year-olds) to complete mental mathematics tests and mathematics anxiety and test anxiety
questionnaires. Boys and girls had no difference in mathematics performance; but girls had both
higher mathematics anxiety and higher test anxiety. Both girls and boys showed a positive
connection between mathematics anxiety and test anxiety and a negative connection between
mathematics anxiety and mathematics performance. Both boys and girls showed a negative
connection between mathematics anxiety and mathematics performance. However, regression
analyses showed that for boys, this relationship disappeared after controlling for general test
anxiety. Only girls continued to show an independent relationship between mathematics anxiety
and mathematics performance.
According to Chang and Beilock (2016), individuals with math anxiety perform poorly
on math activities which rely heavily on working memory. An example of which are problems
which require techniques such as ‘carrying’ in addition problems. According to their findings,
students’ math anxiety did not affect their capability to solve problems that only requires simple
fact retrieval.
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Furthermore, Foley, Herts, Borgonovi, Guerriero, Levine, & Beilock (2017), also
revealed that math anxiety affects working memory by causing feelings of worry which in turn
causes poor math performance.
The results of Kargar, Tarmizi, & Bayat (2010) revealed that mathematics anxiety and
mathematics attitude had a negative relationship. Kargar, Tarmizi, & Bayat (2010) concluded
this after observing that students with positive attitudes are more motivated to learn the lesson
than those that display negative attitudes.
Zhang et. al, (2019) explained that math anxiety (MA) decreases the math performance of
students. However, it remains unclear what factors moderate this relationship. The results
indicated a strong negative math anxiety-performance link. Furthermore, regarding the analysis
of moderator variables, this negative link was stronger in the studies that involved Asian
students, but the link was the weakest in the studies that involved European students. Moreover,
this negative link was stronger in the studies within a senior high school group, whereas it was
the weakest in the studies within an elementary group. Finally, this negative link was strongest
among studies that used a custom test and studies that assessed problem-solving skills. Potential
explanations and implications for research and practice are discussed.
On the same note, according to Adeyemi (2015), the experience of mathematics anxiety
had positive effects on the students as they made efforts to ensure that they do not have similar
negative experiences as they had in previous mathematics classes. According to a student, the
experience of mathematics anxiety made them realize that, “there are kids that experience
anxiety with regards to mathematics” whether they show it or not. This awareness made the
students teach mathematics to their peers differently by avoiding traditional methods, using
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humor, creating positive classroom atmosphere, and admitting his prior mathematics anxiety to
his students.
According to Laguador (2013), “Math professors should innovate the teaching of
Mathematics to enhance the intrinsic motivation. Students must always be motivated by their
teachers to have regular consultation that needs more assistance and guidance.” In addition to
this, male students should be given enough priority to make them interested and motivated to
learn mathematics.
According to the study of Wang, et al. (2015), math anxiety negatively influences
students’ math motivation. As a result, higher math anxiety has a debilitative effect on math
learning which reflects on the students’ performance.
Local
Mathematics anxiety which can be extreme is often caused by having a negative attitude
due to a previous bad experience. Studies show that one-half of all students in a developmental
mathematics class suffer forms of this type of anxiety. The good news is that a student can
manage this behavior but must learn to manage both the stress as well as improve the basic
mathematic skills (Alday & Panalingan, 2013).
As revealed by the study of Futalan & Mamhot (2018), students’ mathematical anxiety
increases when students encounter topics that are new and come in bulk. This phenomenon
happened when new topics were introduced in Grade 6 which were not adequately taught in
Grade 5. The case of increased anxiety during Grade 8 is because of a concentration of too many
difficult topics that were not taught enough during previous grade levels. Their study
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investigated the relationship between students’ workload and mathematical anxiety under the
new DepEd K to 10 Curriculum.
On the contrary, according to Nipaz et al. (2016), mathematics performance of students
can be better determined based on the level of their self-efficacy than on their level of
mathematics anxiety. Their results showed that Mathematics anxiety and self-efficacy has a
significant moderately low negative connection, mathematics anxiety and mathematics
performance have no significant connection, and self-efficacy and mathematics performance has
a significant moderately low positive connection.
To measure how anxious students are to mathematics, instruments are needed so that this
variable can be determined and measured. With the gaps identified in previous math anxiety
rating scales, Draper, Liwanag, Serafico, &Villafuerte (N.D.) develop a 30-itemed Math Anxiety
Rating Scale based on underlying construct and theories surrounding math anxiety that was
designed for non-math majors in college. The results of their study showed a good internal
consistency between the items of the scale and it also showed an acceptable sampling adequacy.
The scale developed incorporated items which can be classified into either affective or cognitive
anxiety.
According to Liebert & Morris (1967), affective anxiety deals with the emotional
component of anxiety, including feelings of dread, fear and tension, while cognitive anxiety
deals with the worry aspect of anxiety. These worry aspects are displayed through negative
expectations and thoughts that may happen as a result of situations that cause anxiety.
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The Math Anxiety Rating Scale developed by Draper, Liwanag, Serafico, &Villafuerte
(N.D.) can be utilized in the present study to satisfy the first objective of the current research
which aims to identify the level of exposure of the respondents to math anxiety.
Review of Related Literature
This section discusses the literature that are connected to the study entitled “The Effects
of Math Anxiety on Students’ Mathematical Learning.”
Foreign
As explicitly stated by Patena & Dingalasan (2013), “It cannot be denied that most of the
prospective college students are unprepared for learning mathematics.” Mathematics anxiety is a
problem for most people. It can have harmful effects for college students including feeling of
nervous tension, fear of rejection, and stress (Ayadi, 2002, as cited in Truttschel, 2015).
According to Russel (2019), math anxiety or fear of math is actually quite common. Math
anxiety, like test anxiety is quite similar to stage fright. Added pressure of having time limits on
math tests and exams also cause the levels of anxiety grow for many students.
According to Oyenekan (2002, as cited in Marzita, 2018), math anxiety is a feeling of
worry, anxiety, denial, resistance and rejection reactions in mathematics and problem solving.
Mathematics anxiety exists due to various factors such as classroom climate, mathematical
abstraction, experience, the pressure from the family, the experience of being humiliated in front
of the class, teaching techniques and so on.
Similarly, Ayadi (2007 as cited in Sheffield and Hunt, 2015), mathematics anxiety is the
feeling of anxiety that some individuals experience when facing mathematical problems. They
further assert that, like other form of anxiety, students may feel their heart beat more quickly or
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strongly, they may believe that they are not capable of completing mathematical problems and
avoid attempting mathematic courses.
In simple words, mathematical anxiety refers to the “fear of mathematics” or “negative
attitude” towards learning Mathematics (Geist, 2010). It is a state where a person feels anxious
or uneasy whenever he or she is faced with Mathematics related situations (Belbase, 2013;
Smith, 1997).
Wahid et. al (2013) stated that, mathematical anxiety is situations that happen to some
people when facing a mathematical problem. Good feeling towards mathematics brings good
perception about mathematics, and vice versa. Emotions play the most important part in this
situation.
Perina (2002) discusses the feelings that math anxious students experience such as, a
paralyzed feeling towards numbers or a sense of panic when given a math test or test in general.
While there is still a lot of work to be done to gain a complete understanding of math
anxiety, knowing something about where math anxiety comes from how it relates to math
performance and whom it is most likely to affect helps us start to think about the remediation of
math anxiety (Beilock & Willingham, 2014).
Most students are frustrated with mathematics, or disinterested. Math can be tiresome, boring or
confusing for some students. But the idea of doing a math problem for some students causes
severe negative emotions which can lead to anxiety or depression. Such reactions can get in the
way of the student's success of any kind of math problem or even other school problems. When
the discomfort about math turns to fear and fear that affects school performance, this is what is
known as math anxiety (Sanchez, 2019).

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e. Significance of the Research
The results of this study contribute to the understanding of the relationship between math
anxiety and students’ mathematical learning. This research is beneficial to the researchers,
students, mathematics teachers, and to future researchers.
As this study identified the level of exposure of the respondents to math anxiety, as well
as the causes and the effects of math anxiety to the students’ mathematical learning, the
researchers were equipped with the necessary data needed to produce an effective output that can
inform the public about the findings of the research.
This study is also beneficial to students that are anxious towards learning mathematics.
The findings of the research will help the students better understand this phenomenon through
the output that the researchers produced. Their deeper knowledge regarding math anxiety may
help them counter its effects through self-imposed initiatives as well as with the help of their
teachers.
Likewise, the results of the research are advantageous to mathematics teachers. As the
researchers identified the negative effects of math anxiety on students’ mathematical learning,
numerous mathematics teachers can be informed about the causes of developing math anxiety
thereby avoiding them. The mathematics teachers may also improve their teaching methods with
the knowledge of this study’s findings.
Lastly, with the contribution of this study to the overall understanding of math anxiety,
this research will be highly beneficial to the future researchers that will investigate the same
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topic. This study may serve as a basis for their future endeavors, and its reference section,
containing all the cited studies and literature, will make their investigation easier.
f. Statement of Desired Outcomes
1. This study identified the level of exposure of the respondents towards math anxiety.
2. The proponents revealed the different causes of math anxiety among the study’s
respondents.
3. Lastly, the researchers determined the relationship between math anxiety and the
respondents’ mathematical learning.
g. Target Beneficiaries of Research Results
Target Beneficiaries Total
All students who are enrolled in every strand in

1. Senior High School Students
MSEUF-SHS department.
Every teacher with an expertise in mathematics,

2. Mathematics Teachers
especially those who are working in MSEUF.
3. Future Researchers
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h. Definition of Terms
Anxiety is characterized by fear and distress in the absence of real danger (Bernal,
Rodriguez & Pulido, 2015). In this study, anxiety is further classified into math anxiety to
describe the negative emotions associated with mathematics.
Learning can be defined as the relatively permanent change in an individual's behavior
or behavior potential or capability as a result of experience or practice (Huitt, 2019). In this
study, learning refers to the knowledge acquired by students in mathematics.
Mathematics is the science that deals with the logic of shape, quantity and arrangement
(Hom, 2013). In this study, mathematics is the subject area chosen by the researchers to
investigate.
Math Anxiety is defined as feelings of apprehension and increased physiological
reactivity when individuals deal with mathematics (Luttenberger, 2018). In this study, math
anxiety is defined as negative emotions associated with mathematics. It is also the independent
variable of the study.
Mathematical Learning is defined as the acquisition of new knowledge, skills, and
affects that are related to mathematics (Verschaffel & Dooren, 2012). In this study, mathematical
learning refers to the acquired knowledge and skills of the students in mathematics and is
expressed in terms of mathematical performance. It is also the dependent variable of the study.
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i. Scope and Limitation of the Study
The scope of the study only focused on identifying the different causes of math anxiety
and its effect to students’ mathematical learning. The respondents of the research were Senior
High School Students.
The study was only limited to identifying the effects of having math anxiety on the
mathematical learning of Senior High School students. The researchers disregarded other factors
that may affect a student’s mathematical learning such as IQ, reading comprehension, etc.
However, these external variables may be included if they are identified to be a cause for having
math anxiety.
The data gathering procedure began and ended during the second semester of the school
year 2019-2020 at the Manuel S. Enverga University Foundation (MSEUF).
3. Description of Method or Approach
a. Research Design/Research Instrument/Data Gathering Procedures
The proponents of this study utilized the descriptive design of quantitative research.
Descriptive research involves collecting data that describe events and then it organizes, tabulates,
illustrates and describes the data collection. It also makes use of several visual aids such as
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graphs and charts to help the reader understand the distribution of data. Furthermore, descriptive
statistics utilize data and analysis techniques that generate information concerning central
tendency, variation, and correlation measurements (The Association for Educational
Communications and Technology, 2001).
The researchers used a questionnaire dealing with the different sub-problems of this
study. First is the level of exposure of the respondents, second is the cause of math anxiety
among the respondents, and last are the effects of math anxiety on the mathematical learning of
the students. After the research adviser approved the contents of the proposed questionnaire, the
researchers then proceeded with its distribution to the respondents in a time frame that started
from March 4 and ended on the same day. After all the participants answered the questionnaire,
the proponents then tallied the collected information. The researchers then proceeded to
analyzing the data gathered and then formulated conclusions that are aligned with the study’s
purposes afterwards.
b. Respondents/Units of Analysis/Subjects of the Study
The respondents came from the Senior High School Department of Manuel S. Enverga
University Foundation (MSEUF). With a total of approximately 1,000 students, the researchers
administered the survey to the tenth (10%) of the combined population of HUMSS and TAGS
which resulted to only 100 respondents. The participants were a random sample of 100 students
from the whole population, proportionally divided between the two tracks. The researchers were
able to determine the effects of math anxiety on the students’ mathematical learning. The sample
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of 100 students provided accurate responses since general mathematics is tackled in all strands.
With all due respect to the respondents, the data gathered by the researchers remained
confidential as well as the anonymity of the students who participated in the survey.
c. Sampling Design and Procedures
The researchers utilized non-probability sampling, specifically purposive sampling,
wherein the researchers chose their respondents based on a criterion. The chosen respondents are
those that have math anxiety.
d. Research Locale/Study Site
The study was conducted at the Manuel S. Enverga University Foundation (MSEUF).
This university was chosen as the local of the study for various reasons. First is for the
convenience of the researchers, since the proponents of the study are currently studying at the
said university. Second is because of the population. With an approximate combined population
of 1,000 students in its HUMSS and TAGS strand of the Senior High School Department, there
is a sufficient number of respondents that can participate in the study’s survey. Lastly is because
of the observation of the researchers that anxiety towards mathematics is prevalent in the locale.
The study was conducted during the second semester of the academic year 2019-2020.
e. Data Analysis Plan

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For the statistical treatment of the study, the proponents used the weighted mean formula
in computing for the average responses of the respondents on the administered questionnaire.
Formula:
X= where: X= weighted mean
= sum of all
scores
N=number of cases
Scale Range:
Weighted Mean Verbal Interpretation
1.00-1.80 Strongly Disagree
1.81-2.60 Disagree
2.61-3.40 Undecided
3.41-4.20 Agree
4.21-5.00 Strongly Agree
f. Research Paradigm/Conceptual Framework
THE EFFECTS OF MATH ANXIETY ON STUDENTS’ MATHEMATICAL
LEARNING
Independent Variable Dependent Variable

Students’ Mathematical
Math Anxiety Learning

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Figure 1. Research Paradigm
The research paradigm depicts the relationship of the study’s independent and dependent
variable. Math anxiety is identified as the independent variable which is believed to have an
effect on the dependent variable, students’ mathematical learning. This can be supported by the
theories given previously such as the deficit theory, the debilitating anxiety model, and the
reciprocal theory. However, the reciprocal theory suggests that the performance in mathematics,
which the researchers will be using as the indicator of students’ mathematical performance,
influences math anxiety and vice versa. Since this is proven to be true by the study, it can be said
that both variables can interchange in being independent and dependent.
4. Results and Discussion
This part presents the interpretation of the data gathered from the survey. Each statement
from the three parts of the questionnaire, which corresponds to the objectives of the study, is
presented in tabular form and is ranked based on each statement’s weighted mean along with its
verbal description.
Table 1. Level of Exposure to Math Anxiety
Item Statement WM Verbal Rank

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Description
1. I feel nervous when my teacher calls me to answer

3.30 Undecided 5
a math problem.
2. I am ashamed of presenting and sharing my

3.17 Undecided 6
answers on a math problem.
3. I easily panic when I encounter a math problem that

3.38 Undecided 3
I cannot answer.
4. I am much concern that I am doing something
wrong in the middle of solving mathematical 3.43 Agree 2
problems.
5. I feel distressed when I show my math solutions on

3.31 Undecided 4
the board.
6. I am scared of answering any math problem. 3.01 Undecided 7
7. I feel tension when I am the only one who is not yet

3.57 Agree 1
done answering a math question.
8. I am afraid and nervous when I enter a math class. 2.89 Undecided 8
9. I panic the moment I am faced with math equations. 2.94 Undecided 9.5
10. I feel uncomfortable when my classmate/s is/are

2.94 Undecided 9.5
asking me my math answer/s.
Table 1 shows the level of exposure of the respondents to math anxiety. The students’
responses revealed that they have a moderate level of exposure to math anxiety, with most of the
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statements having a verbal description of undecided. Statements seven (7) and four (4) are the
only statements that have a general verbal description of agree, with statement seven (7) gaining
the top rank out of the ten statements, and statements nine (9) and ten (10) are tied with the
lowest rank.
The data shows that the respondents of the study are only moderately exposed to math
anxiety or are moderately anxious when it comes to mathematics. This is because the weighted
mean for most statements in table 1 did not exceed 3.40 and were only categorized under the
verbal description of undecided, except for statements seven (7) and four (4).
Statement seven (7), which is ‘I feel tension when I am the only one who is not yet done
answering a math question’ taps into the affective nature of math anxiety. According to Liebert
& Morris (1967), affective anxiety deals with the emotional component of anxiety, including
feelings of dread, fear and tension. Statement seven (7) also focuses on how anxiety can be
triggered by pressure from peers. According to Maloney and Beilock (2012), mathematics
anxiety can be caused not only by existing difficulties with math, but also by social factors.
The statement with the second highest mean is statement four (4), which is ‘I am much
concern that I am doing something wrong in the middle of solving mathematical problems.’ This
indicator of math anxiety can be supported by the findings of Wondimu et al. (2012). According
to their findings, uneasy feelings during math related activities, such as cluelessness, affect the
performance of students, thereby making them more anxious.
Table 2. Causes of Math Anxiety
Item Statement WM Verbal Rank

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Description
1. My math anxiety traces back to any of my bad

2.89 Undecided 5.5
experiences related to mathematics.
2. I already have a problem with mathematics when I

3.00 Undecided 3
was little, that’s why I am anxious with math today.
3. I developed math anxiety because I frequently get

3.20 Undecided 1
low grades and test scores in our mathematics class.
4. My math anxiety is triggered by new math topics. 3.12 Undecided 2
5. My parents have math anxiety and that’s why I

2.44 Undecided 6
have math anxiety.
6. My gender has an influence to my math anxiety. 2.04 Undecided 7
7. My classmates tease me because of my poor math

2.03 Undecided 8
skills causing my math anxiety.
8. I perceive that my ability in mathematics is poor,

2.89 Undecided 5.5
that’s why I get mathematically anxious.
9. Because of the poor quality of math teaching that I
have encountered, it caused me to avoid 2.89 Undecided 5.5
mathematics.
10. Poor text books and poor teaching instruments used
by my teachers in mathematics made me avoid 2.91 Undecided 4
math.
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As shown in table 2, which reveals the causes of math anxiety among the respondents,
statements three (3), four (4), and two (2) are identified to be the leading causes of math anxiety
among the respondents respectively. While statements six (6) and seven (7) are revealed to be the
weakest causes of math anxiety. All of the statements for the causes of math anxiety have a
general verbal description of undecided.
Statement three (3) is identified to be the top cause of math anxiety among the
respondents. It states that ‘I developed math anxiety because I frequently get low grades and test
scores in our mathematics class.’ This finding verifies the Reciprocal theory presented by the
researchers previously. As discussed by Carey, Hill, Devine, and Szücs (2016), math anxiety
leads to poor performance and poorer performance leads to anxiety in mathematics. Similarly,
according to Weale (2019), anxiety could be triggered by poor marks in tests.
Statement four (4) is revealed to be the second leading cause of math anxiety among the
respondents. Statement four (4) says ‘My math anxiety is triggered by new math topics.’ This is
proven to be factual by a study conducted by Futalan and Mamhot (2018). Their study showed
that students’ mathematical anxiety becomes greater when students encounter topics that are
new. Futalan and Mamhot (2018) concluded this after they observed that mathematical anxiety
heightens during 6th grade, when new subject matters were introduced and pre-requisites were
not adequately discussed in 5th grade. The same phenomenon could have happened with the
respondents, when the pre-requisite knowledge required for their current math classes were not
completely addressed during their previous grade levels.

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Statement two (2) is identified to be the third cause of math anxiety among the student
respondents stating that ‘I already have a problem with mathematics when I was little, that’s why
I am anxious with math today.’ This can be supported by the findings of Maloney and Beilock
(2012). According to their results, mathematics anxiety is due to both social factors and already
existing difficulties in mathematical thoughts. They also stated that those that already have math
anxiety can be more vulnerable to negative social influences, creating repeating problems.
Similarly, Sokolowski and Ansari (2017), discussed that children who struggle with mathematics
at a very young age are more likely to develop math anxiety when they start schooling.
Table 3. Effects of Math Anxiety on Students’ Mathematical Learning
Verbal
Item Statement WM Rank
Description
1. I get annoyed by my poor performance in solving
math problems, distracting me from the task I am 2.95 Undecided 8
doing, leading to my poor math performance.
2. My math anxiety causes panic, cluelessness, and
helplessness resulting to a poor performance in 2.97 Undecided 7.5
math.
3. My poor learning in mathematics is caused by my

2.83 Undecided 9
math anxiety.
4. My disbelief in my capacity to solve equations

3.13 Undecided 4
dictates my poor mathematics learning more than
my math anxiety.
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5. My motivation in mathematics combined with my

3.28 Undecided 1
math anxiety dictates my mathematical learning.
6. My math anxiety triggers my emotions during

2.97 Undecided 7.5
solving, affecting my mathematical learning.
7. My math anxiety has positive effects to my math
learning since it causes me make efforts in 2.99 Undecided 6
understanding math.
8. My math anxiety causes worries which affects my

3.07 Undecided 5
mathematical learning.
9. Poor math performance is caused by math anxiety’s
effect in the memory of problem solving 3.18 Undecided 2
techniques.
10. My math anxiety influences my math thinking and

3.17 Undecided 3
attitude, affecting my mathematical learning.
Table 3 reveals the effects of math anxiety on the mathematical learning of the student
respondents. Just like in table 2, all of the statements got a general verbal description of
undecided. Statements five (5), nine (9), and ten (10) are the top three statements respectively.
While statements one (1) and three (3) are the lowest statements out of the ten.
The data gathered revealed that the most prevalent effect of math anxiety on
mathematical learning among the respondents is its effects on motivation as stated by statement
five (5). Statement five states ‘My motivation in mathematics combined with my math anxiety
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dictates my mathematical learning.’ According to the study of Wang et al. (2015), math anxiety
negatively influences students’ math motivation. As a result, higher math anxiety has a
debilitative effect on math learning which reflects on the students’ performance.
Statement nine (9) is identified to be the second greatest effect of math anxiety on the
mathematical learning of the respondents. It states ‘Poor math performance is caused by math
anxiety’s effect in the memory of problem solving techniques.’ According to Chang and Beilock
(2016), individuals with math anxiety perform poorly on math activities which rely heavily on
working memory. An example of which are problems which require techniques such as
‘carrying’ in addition problems. According to their findings, students’ math anxiety did not
affect their capability to solve problems that only requires simple fact retrieval. Furthermore,
Foley, Herts, Borgonovi, Guerriero, Levine, & Beilock (2017), also revealed that math anxiety
affects working memory by causing feelings of worry which in turn causes poor math
performance.
Statement ten (10) revealed the third greatest effect of math anxiety on the respondents
mathematical learning. Statement ten (10) states ‘My math anxiety influences my math thinking
and attitude, affecting my mathematical learning.’ This finding can be supported by the results of
Kargar, Tarmizi, & Bayat (2010). The results of their study revealed that mathematics anxiety
and mathematics attitude had a negative relationship. Kargar, Tarmizi, & Bayat (2010)
concluded this after observing that students with positive attitudes are more motivated to learn
the lesson than those that display negative attitudes.
5. Conclusions
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Based on the data gathered, the researchers arrived at the following conclusions:
1. The students from the Manuel S. Enverga University Foundation Senior High School
Department are moderately exposed to mathematics anxiety.
2. Math performance, new math topics, and the pre-existence of math anxiety are the main
causes of developing math anxiety among the students.
3. Math anxiety affects mathematical learning by negatively influencing math motivation,
working memory, and math thinking and attitude.
6. Recommendations
This part states the recommendations of the researchers based on the aforementioned
conclusions.
1. In order to help prevent math anxiety, mathematics teachers and instructors are advised to
regularly give seat works or activities, home works, and quizzes. This is because math
anxiety greatly affects the working memory of students. By failing to regularly exercise
students’ mathematical learning, the techniques required in solving math problems are
forgotten, eventually leading to math anxiety. If math instructors will regularly give math
activities in class and for home works, there will be retention of the methods and
techniques learned in class. Also, by frequently giving quizzes, student may be prompted
to study the discussed lessons, thereby contributing to the improvement of the students’
working memory. Advance studying, and frequent self-assessments and exercises are also
highly encouraged for math students. By studying math lessons in advance, students will
be aware of the pre-requisite knowledge required for the next topic, thereby preparing the
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student and being ‘left-out’ when it comes to the lesson will be avoided. Additionally, in
case the instructor does not give home works or exercises, students should make an
assessment of themselves regarding the knowledge they have acquired about the topic.
By doing so, the difficulties they encountered can be addressed and they would not have
a hard time when they come across a similar problem. Furthermore, students should
initiate answering exercises regularly, especially if instructors did not give home works
and there have been no math classes for quite some time. This is to ensure that the
working memory of students regarding techniques and methods in solving problems will
be retained.
2. With the gaps that the researchers saw in the present study, the proponents recommend a
few things for future researcherss that wish to investigate similar topics. First is to
include every strand as respondents to have a larger population sample and because there
might also be students in other strands with higher levels of math anxiety. And second is
to administer interviews to respondents that will be identified to have high math anxiety,
so that the respondents may freely share their perceptions and experiences that might not
be included in the questionnaire.
3. To add extra measures so that math anxiety can be eliminated, the researchers suggest
that the schedule of math classes will one hour daily for four days a week, rather than
compressing the four hours in a fewer number of days. If academic institutions will
implement this, students will be exposed to mathematics almost every day, improving
students’ working memory and lessening the possibility for students to develop math
anxiety.
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Anxiety and Math Performance: A Meta-Analytic Investigation. Retrieved from
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8. Major Final Output

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Appendices
A. Curriculum Vitae of the Researchers

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•PERSONAL DATA
Age : 16 Civil Status : Single
Date of Birth : March 22, 2003 Nationality : Filipino
Place of Birth : Atimonan, Quezon Religion : Christianity
Gender : Male
•EDUCATIONAL ATTAINMENT
Secondary: Junior High School
2015-2019 : Atimonan National Comprehensive High School
Atimonan, Quezon
Primary
2009-2015 : Atimonan Central School
Atimonan, Quezon
•ACHIEVEMENTS
2009-2016 : Academic Excellence Award - with Honors
2013 : DSPC Collaborative Desktop Publishing - 2nd place
2014 : DSPC Filipino Editorial Writing - 5th place
2015 : Academic Excellence Award - 4th honorable mention
: Mathematical Investigation, Division Math Fair - 2nd place (best presenter)
2016 : MTAP Written Elimination - 2nd place
: Mathematical Investigation, Division Math Fair - 4th place
2016-2019 : Academic Excellence Award - with High Honors
2018 : MTAP Written Elimination - 1st place
: MTAP Division Orals - 5th place
2019 : MTAP Cluster Elimination - 2nd place
: MTAP Division Orals - 4th place
: Academic Excellence Award - Batch Rank 1
•SEMINARS ATTENDED
2014 : Division Journalism Cliniquing - Sevilla’s Farm and Resort, Lucena City
2015 : National Seminar - Hotel Veniz, Baguio City
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Workshop on Writing for the

Campus Paper
2016 : TV Broadcasting Workshop - Sevillaa’s Farm and Resort, Lucena City
Steve Dailisan
•STUDENT ORGANIZATION
2013-2014 : PIO - ACS Supreme Pupil Government
: Editor - Ang Tagultol (Campus Newspaper)
2014-2015 : President - ACS Rondalla
: Vice Mayor - ACS Supreme Pupil Government
: Associate Editor in Chief - Ang Tagultol (Campus Newspaper)
2015-2016 : Secretary - ANCHS MAPEH Club
: Sports Editor - The Valley Herald (Campus Newspaper)
2016-2017 : Grade 8 Representative - ANCHS Math Club
2017-2018 : Auditor - ANCHS Math Club
2017-2019 : Mallet Section Leader - ANCHS Lyre Band
2018-2019 : President - ANCHS Math Club
: Editor in Chief - The Meridian (Campus Newspaper)
•SKILLS
- Can speak English with fluency and proper diction.
- Able to work under pressure.
- Excels in various fields, such as in music and mathematics.
- Has great interpersonal skills.
- Competent in almost any given task and ensures quality of work.
•CHARACTER REFERENCE
Archie V. Precioso
Master Teacher 1
Atimonan National Comprehensive High School
Contact No.: 0915122987
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•PERSONAL DATA
Date of Birth : March 9, 2002 Nationality : Filipino
Place of Birth : Hondagua, Quezon Religion : Roman Catholic
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Gender : Male
Secondary, Junior High School
2015-2019 : Quezon National High School
M.L. Tagarao Street, Barangya Ilayang Iyam, Lucena, 4301 Quezon Province
Primary
2011-2015 : Lucena West I Elementary School
Old Manila S Rd, Lucena, 4301 Quezon
•ACHIEVEMENTS
2019 : Conduct Awardee
: N/A
: N/A
•SKILLS
• Task Oriented
• Hard worker
• Sociable
• Active learning/listening
• Critical Thinking
Lindsay Xenia S. Dela Rosa
Faculty Member
Manuel S. Enverga University Foundation, SHS Department
Contact No.: 09156911861
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•PERSONAL DATA
Date of Birth : May 19, 2002 Nationality : Filipino
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Place of Birth : Taguig City Religion : Roman Catholic

Gender : Male
2015-2019 : Alabat Island National High School
Alabat, Quezon
Primary
2011-2015 : Alabat Central Elementary School
Alabat, Quezon
•ACHIEVEMENTS
2009-2019 : Consistent Honor Student
: First Aid & Rescue
Boy Scouts of the Philippines
2017-2019 : News Writer
School Paper “Ang Alabat”
•SKILLS
Reading comprehension
Active listening
Speaking
Critical thinking
Active learning
Monitoring
Time-management
Creative Writing
Academic Writing
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Keenan Cyrone Almacen

Editor-in-chief
Ang Alabat
Contact No.: N/A
•PERSONAL DATA
Date of Birth : 04/04/03 Nationality : Filipino
Place of Birth : Lucena, City Religion : Roman Catholic
Gender : Female
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2015-2019 : St. Francis High School
Munting Bayan Sariaya, Quezon
Primary
2011-2015 : Guisguis Talon Main Elementary School
Brgy. Guisguis Talon Sariaya, Quezon
•ACHIEVEMENTS
2019 : completer/ with honor
: Leadership award
: Best in Photography
2019 : Facing the Future: Seminar on Social Graces and Career Path
: Developing a Holistic Well Being: Gearing towards Self- Empowerment
St. Francis High School Sariaya, Quezon
2018-2019 : President
Aperture Club
•SKILLS
 Self-starter
 Quick learner
 Capability to work under pressure
 Flexible
 Good time Management
 Good Leadership
 Detail oriented
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 Analytical thinker
 Possess mathematical skills
 Proficient in both oral and written communication.
Lindsay Dela Rosa
Faculty Member
Manuel S. Enverga Foundation Lucena, City
Contact No: 09156911861
•PERSONAL DATA
Date of Birth : January 10, 2003 Nationality : Filipino
Place of Birth : Lucena City Religion : Roman Catholic
Gender : Female
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2015-2019 : Manuel S. Enverga University Foundation
University Site, Ibabang Dupay, Lucena City
Primary
2011-2015 : Elvira Razon Ranilla Elementary School
Ibabang Dupay, Lucena, Quezon
•ACHIEVEMENTS
: N/A
2015 : “Understanding Peer Influence Among Young Adolescents”
: “Importance of Self Awareness on career decision Making”
AEC Little Theatre, Enverga University, Lucena City
2007-2019 : Member
Girl Scout of the Philippines
Yes - O
2018-2019 : Home Makers
•SKILLS
 Time Management Skill
 Leadership
 Active Listening
 Creativity and Innovative thinking
 Agility and Adaptability
 Curiosity and Imagination
Lindsay Xenia Dela Rosa
Advisor in Grade 11
Manuel S. Enverga University FoundaContact No.: 09156911861
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•PERSONAL DATA
Date of Birth : January 24, 2003 Nationality : Filipino
Place of Birth : Manila Religion : Roman Catholic
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Gender : Female
Secondary, Senior High School
2019-2021 : Manuel S. Enverga University Foundation
Lucena City
Junior High School
ML Tagarao St. Iyam Lucena City, Quezon
Primary
2011-2015 : South I Elementary School
Lucena City, Quezon
•ACHIEVEMENTS
2014 : Achievers
2018 : With Honors
2019 : Conduct Awardee
: With Honors
2018 : Reading & Writing
Quezon National High school
2019 : STD & HIV awareness
Manuel S. Enverga University
2013 : Supreme Pupil Government (SPG)
Secretary
2014 : Girls Scout of the Philippines
2016 : Boys Scout of the Philippines
2017 : Science Club
Secretary
•SKILLS
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 Excellent Communication Skills

 Dedicated and Self Reliant
 Poses good Interpersonal Skills
 Active Learning & Listening
Mrs. Lodeth L Puertollano Mr. Ronnie Q Valenzuela
Grade 7 Adviser Grade 9 Adviser
Mr. Lorlito Malaborbor Mrs. Glenda C Loyola

Grade 8 Adviser Grade 10 Adviser & Science Club Adviser
PERSONAL DATA
Date of Birth : July 28, 2002 Nationality : Filipino
Place of Birth : City of San Pedro, Laguna Religion : Roman Catholic
Gender : Male
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Lucena City
2015-2019 : Saint Louis Anne Colleges
City of San Pedro, Laguna
Primary
2011-2015 : Saint Louis Anne Colleges
City of San Pedro, Laguna
•ACHIEVEMENTS
2015-2019 : With Honors
2015 : Recipient of the Mayor Cataquiz Award for Leadership and Excellence
Saint Louis Anne Colleges
2015 : Class Valedictorian
Saint Louis Anne Colleges
2019 : Career Week and Senior High School Orientation-Seminar
Quezon National High School
2019 : Fire and Earthquake Risk and Disaster Preparedness
Quezon National High School
2015 : Secretary
SLAC Math Club
Faculty Member
Contact No.: 09156911861
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•PERSONAL DATA
Date of Birth : September 10, 2002 Nationality : Filipino
Place of Birth : Sampaloc, Quezon Province Religion : Roman Catholic
Gender : Male
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2011-2015 : Manuel S. Enverga Academy Foundation Inc.
Corner Gagan Obnamia Street, Sampaloc Quezon
Primary
2015-2019 : Sampaloc Elementary School Main
San Roque, Sampaloc Quezon
•ACHIEVEMENTS
2014-2015 : Completers
N/A
N/A
•SKILLS
-Good reading comprehension
-Can listen actively
-Can speak clearly
-Able to think critically
-Able to learn actively
Faculty Member
Contact No.: 09156911861
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B. Research Instrument/s
Survey Questionnaire
The Effects of Math Anxiety on Students’ Mathematical Learning

Name(optional): ________________________________ Strand: ___HUMSS ___TAGS
Sex: ___Male ___Female Grade: ___11 ___12
General Instructions: There are ten statements for each part of this 30-itemed questionnaire.
Please put a check (/) on the space provided adjacent to the column of your corresponding
response. Below are the five (5) responses with their respective numerical values.
1 – Strongly Disagree 3 – Undecided 4 –Agree
2 – Disagree 5 – Strongly Agree
Part I. Level of Exposure
This part made use of the Math Anxiety Rating Scale of (Draper, Liwanag, Serafico,
&Villafuerte, N.D.)
Statements 1 2 3 4 5
11. I feel nervous when my teacher calls me to answer a
math problem.
12. I am ashamed of presenting and sharing my answers on
a math problem.
13. I easily panic when I encounter a math problem that I
cannot answer.
14. I am much concern that I am doing something wrong in
the middle of solving mathematical problems.
15. I feel distressed when I show my math solutions on the
board.
16. I am scared of answering any math problem.
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17. I feel tension when I am the only who is not yet done
answering a math question.
18. I am afraid and nervous when I enter a math class.
19. I panic the moment I am faced with math equations.
20. I feel uncomfortable when my classmate/s is/are asking
me my math answer/s.
Part 2. Causes of math anxiety

11. My math anxiety traces back to any of my bad
experiences related to mathematics.
12. I already have a problem with mathematics when I was
little, that’s why I am anxious with math today.
13. I developed math anxiety because I frequently get low
grades and test scores in our mathematics class.
14. My math anxiety is triggered by new math topics.
15. My parents have math anxiety and that’s why I have
math anxiety.
16. My gender has an influence to my math anxiety.
17. My classmates tease me because of my poor math skills
causing my math anxiety.
18. I perceive that my ability in mathematics is poor, that’s
why I get mathematically anxious.
19. Because of the poor quality of math teaching that I have
encountered, it caused me to avoid mathematics.
20. Poor text books and poor teaching instruments used by
my teachers in mathematics made me avoid math.
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Part 3. Effects of math anxiety on mathematical learning

11. I get annoyed by my poor performance in solving math
problems, distracting me from the task I am doing,
leading to my poor math performance.
12. My math anxiety causes panic, cluelessness, and
helplessness resulting to a poor performance in math.
13. My poor learning in mathematics is caused by my math
anxiety.
14. My disbelief in my capacity to solve equations dictates
my poor mathematics learning more than my math
anxiety.
15. My motivation in mathematics combined with my math
anxiety dictates my mathematical learning.
16. My math anxiety triggers my emotions during solving,
affecting my mathematical learning.
17. My math anxiety has positive effects to my math
learning since it causes me make efforts in
understanding math.
18. My math anxiety causes worries which affects my
mathematical learning.
19. Poor math performance is caused by math anxiety’s
effect in the memory of problem solving techniques.
20. My math anxiety influences my math thinking and
attitude, affecting my mathematical learning.
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C. Documentation
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MANUEL S. ENVERGA UNIVERSITY FOUNDATION

THE EFFECTS OF MATH ANXIETY ON STUDENTS’ MATHEMATICAL LEARNING

Presented to the Faculty of the Senior High School Department

Manuel S. Enverga University Foundation

In Partial Fulfillment of the Requirements

for Practical Research II

Robert Ezekiel M. Mangaba

John Lenard B. Sanchez

Christine Ann C. Porto

Sean Rose Vertha P. Batayola

Andrea Shane T. Arenas

Ralph Adrian P. Faderugao

This thesis hereto entitled:

THE EFFECTS OF MATH ANXIETY ON STUDENTS’ MATHEMATICAL LEARNING

prepared and submitted by ROBERT EZEKIEL M. MANGABA in partial fulfillment of the

ADRIAN D. STO DOMNINGO

Approved by the Committee on Oral Examination with a grade of _______________ on

VICOR R. ORIBE, PhD

List of Figures and Tables 5

a. Rationale of the Research 9

3. Description of Method or Approach 28

a. Research Design/Research Instrument/Data Gathering Procedures 28

4. Results and Discussion 32

8. Major Final Output 50

A. Curriculum Vitae of the Researchers 52

List of Figures and Tables

Figure Title Page

Table Title Page

1 Level of Exposure to Math Anxiety 32

2 Causes of Math Anxiety 34

3 Effects of Math Anxiety on Students’ Mathematical Learning 37

of the fulfillment and completion of this research paper.

time they gave to participate in the study’s survey.

throughout the course of this study.

Research Title: THE EFFECTS OF MATH ANXIETY ON STUDENTS’ MATHEMATICA

Name of Researcher : Robert Ezekiel M. Mangaba

John Lenard B. Sanchez

Christine Ann C. Porto

Sean Rose Vertha P. Batayola

Andrea Shane T. Arenas

Ralph Adrian P. Faderugao

Track/ Section : STEM11B1

Name of Research Adviser : Mr. Adrian D. Sto Domingo

Keywords: anxiety, math anxiety, mathematical learning, math performance, mathematics

a. Rationale of the Research

Mathematics education is essential in almost every career, especially in fields such as

different challenges for those who experience them.

members of the Organisation for Co-operation and Development (OECD), an international

mathematics classes. On the contrary, in Denmark, Iceland, Liechtenstein, the Netherlands,

anxiety towards math classes (OECD, 2015).

Philippines ranked 77th in mathematics, outperforming the Dominican Republic by 28 points.

students scored only around the OECD average” (p.19).

Similarly, the Department of Education (DepEd) conducts the National Achievement

all of the provinces (David & Honggang, 2018).

declining mathematical processing, which leads to poor performance in mathematics, eventually

raising their level of math anxiety.

Students’ Mathematical Learning.

b. Purpose of the Research

1. What is the level of exposure of the respondents to math anxiety?

2. What are the causes of math anxiety among the respondents?

following school year.

anxiety and mathematical performance is motivated by the devastating effects of anxiety on