Math Anxiety and Students' Academic Performance

1
CHAPTER I
INTRODUCTION
Mathematics is one of the most objective, logical, and practical academic disciplines.
Yet, in addition to cognitive skills, mathematical problem solving also involves affective
factors (Lai, Zhu, Chen & Li, 2015). Besides, math anxiety is an emotional reaction to
mathematics based on a past unpleasant experience which harms future learning. A good
experience learning mathematics can overcome these past feelings and success and future
achievement in math can be attained (Freedman, 2017). Mathematics anxiety has been
associated to performance in school mathematics. The association between math anxiety and
psychosocial competencies as well as their specific contribution to explain school
mathematics performance is still unclear (Haase, Júlio-Costa, Pinheiro-Chagas, Oliveira,
Rettore-Micheli & Wood, 2012).
If you take a closer look at what qualities it takes to have an excellent academic
performance, you will get to know that this are the qualities required to be successful in life,
because to have good academic performance you have to be consistent, determined, focus
then and then you can have good academic performance, academic performance reflects your
abilities. Success in its own word comes with lots of meaning and these meanings varies
from individual, however your definition of success determines how you dream and work
toward achieving it, nevertheless academic success is the primary and major step you will
likely take in this race, because it is when you educated and having a degree you get to work
in a company that securing you some level of happiness and financial stability which in some
definition already is a success, well regardless of how you define success having academic
performance will give a boost in achieving it rather than not been educated (Abiola, 2010).
2
Moreover, countries with higher-than-average student math performance also tend to
have lower-than-average student math anxiety. For example, Switzerland is above the mean
of participating countries’ math performance and below the mean in math anxiety. At the
other extreme, math achievement in Thailand is below the mean in math performance and
above the mean in math anxiety. Many high-performing East Asian countries also have math
anxiety levels. Yet even these countries as a group comprising Korea, Japan, Vietnam,
Singapore, and regions of China show a negative relation between country-level math
anxiety and math performance that is statistically indistinguishable from the relation seen
among the other participating countries. A negative relation between math anxiety and math
achievement is also seen among students within each of these East Asian countries (Young,
Wu & Menon, 2012).
In the Philippines, the University of the Philippines’ greatest failure is in
mathematics. It is also said that repetition in mathematics is common among UP students that
most one out of three repeat a mathematics course. The faculties of the UP Cebu Natural
Science and Mathematics Division or NSMD have felt the declining performance of students
in basic mathematics. It is also stated that the attitude towards mathematics and achievement
in mathematics have always been a factor (Cabahug & Ladot, 2005).
In Carmen National High School, most of the students have fear in mathematics.
Commonly, students cut classes just to avoid it. Students do not have interest on it that is
why they prefer not to listen and just copy to the mathematicians in quizzes time. Therefore,
some of them have the same scores and most of them come up with a low performance.
3
Objectives of the Study
This study aimed the following:
1. To determine the level of Mathematics anxiety of the study in terms of:
a. Previous Bad Experience
b. Dyscalculia
c. Poor Foundation in Mathematics
2. To determine the level of academic performance of students.
3. To determine the significant relationship between Mathematics anxiety and students’
academic performance.
Research Questions
1.) What is the level of mathematics anxiety in terms of:
a. Previous Bad Experience
b. Dyscalculia
c. Poor Foundation in Mathematuics
2.) What is the level of students’ academic performance?
3.) Is there a significant relationship between mathematics anxiety and students’
academic performance?
Null Hypothesis
There is no significant relationship between mathematics anxiety and students’
academic performance.
Significance of the Study
This study will analyze math anxiety and performance of students in Carmen National
High School. The benefactors will be the following:

4
1. Teachers, as they will have insights and assured adjustments in teaching especially in
Mathematics subjects.
2. Students, as they will know how to control their anxieties in Mathematics.
3. School, as they will be more considerate to students and may find remedies in
overcoming students’ anxieties in Mathematics.
Scope and Delimitations
This study will be delimited only to the students of Carmen National High School
particularly to the selected Grade 11 Senior High School students.
The study was conducted during the first semester of school year 2018-2019. The
respondents of this study were thirty (30) Grade 11-HUMSS B students who were chosen
purposively as the main participants.
Theoretical Framework
This research was supported by different theories that made it more stable. One of the
theories is the Cognitive dissonance theory. It refers to a situation involving conflicting
attitudes, beliefs or behaviors. This produces a feeling of discomfort leading to an alteration
in one of the attitudes, beliefs or behaviors to reduce the discomfort and restore balance
(McLeod, 2018).
Moreover, the Previous Bad Experience of the students is one of the issues that the
students faced. It is the bad past incident that marked in their minds that affects their present
life. Dyscalculia is a common learning issue that impacts kids’ ability to do math. Challenges
can also create difficulties in daily life. The good news is there are various supports and
strategies that can help kids gain the skills they need (The Understood Team, 2018). Further,
5
the Poor Foundation in Mathematics of a student is cannot be blame because it cannot be
changed except the student has the willing to learn and change.
Mathematics anxiety describes feelings of fear, tension, apprehension or worry about
mathematics. Research has long seen a relationship between mathematics anxiety and
performance in mathematics tests. This relationship is similar to that seen between other
forms of anxiety and test performance, and consists of a small negative correlation. That is,
as mathematics anxiety levels increase, mathematics test performance somewhat decreases.
The possible directions of the relationship between anxiety and performance can be
summarized with two different theories. The Deficit Theory suggests that people who start
out with poorer mathematics performance are more likely to develop anxiety about
mathematics and the Debilitating Anxiety Model that suggests that the link between
mathematics anxiety and mathematics performance is driven by anxiety’s devastating
consequences on learning and recalling mathematics skills (Carey, E., Hill, F., Devine, A., &
Szucs, D., 2016).
These theories provide a basis to support the mathematics anxiety and students’
performances.
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Independent Variable Dependent Variable
Mathematics Anxiety
Students’ Academic
 Dyscalculia
 Previous Bad Performance
Experience  General Mathematics
 Poor foundation
in Mathematics
Figure 1: Conceptual Paradigm of the Study

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Definitions of Terms
Mathematics Anxiety- In this study, it refers to the fear or dislike of the subject, General
Mathematics for grade 11 students.
Academic Performance- In this study, it refers to the first quarter grade of Grade 11
students in General Mathematics subject for the first semester of the school year
2018-2019.
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CHAPTER 2
METHODOLOGY
Research Design
This study used a quantitative research method utilizing the descriptive correlational
design wherein it interpreted the mean results and correlate the relationship between
variables, the mathematics anxiety and students’ academic performance.
Locale of the Study
This study was conducted in Carmen National
High School that can be found at the center of
barangay Ising, Carmen, Davao del Norte. The said
school is a public school and has a large population,
Junior and Senior High School.
Participants Selection
The respondents of this study were chosen through purposive sampling technique.
There were thirty (30) students from Grade 11 as they were taking General Mathematics in
the first semester of the school year 2018-2019.
Research Instrument
A borrowed questionnaire was use to elicit data in order to know the significant
relationship between mathematics anxiety and students’ academic performance. This was
taken from http://www.mathpower.com/anxtest.htm by Elleen Freedman. This was validated
by certain experts and corrections to enhance the instrument were noted seriously.
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Data Collection Procedures
The researchers asked permission from the school principal where the study was
conducted. After the approval, permission from the class adviser and the respondents of the
study followed. They were given enough time to respond to the questions to avoid errors and
inaccuracies in their answers. They were also given the assurance that the data that were
gathered from them were treated professionally with the strictest confidentiality.
Data Analysis Procedure
The data was tabulated through item single scores and summed scores. The
researchers utilized the Statistical Packaged for Social Science (SPSS) version 2.0 in
computing mean scores and correlating variables. The researchers reported the results that
were found using tables figures and discuss the key results. The researchers made sure that
the data were analyzed in such most suitable way it should be.
Data Validity
The researchers applied accuracy in recording the data. They made sure that all the
information were gathered were true. They accepted feedbacks and suggestions from the
other people. They allowed the respondents to read and review their answers to ensure that
there were no errors in collecting data. The researchers believed that in conducting and
gathering data the resources must be reliable and the gathered data should be validated.
Ethical Considerations
Ethical considerations form a major element in a research. The researcher needs to
adhere to promote the aims of the research imparting authentic knowledge, truth and
prevention of error. Furthermore, following ethics enables researchers to deal collaborative

10
approach towards their study with the assistance of their peers, mentors and other
contributors to the study.
This requires values like accountability, trust, mutual respect and fairness among all
the parties involved in a study. This in turn depends on protection of intellectual property
rights of all the contributors, established through implementation of ethical considerations.
Ethical Considerations were specified as one of the most important parts of this study.
Research participants were not subjected to harm in any ways whatsoever. First, respect for
the dignity of research participants was prioritized. Full consent was obtained from the
participants prior to the study. The protection of the privacy of research participants was
ensured and the adequate level of confidentiality of the research data was ensured. Second,
the anonymity of individuals and organizations participating in this study was ensured. In any
deception or exaggeration about the aims and objectives of this study was avoided. Also, any
type of communication in relation to the research was done with honesty and transparency.
Any type of misleading information, as well as representation of primary data findings in a
biased way was avoided in the whole purposeof this study (Bryman & Bell, 2007).
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CHAPTER 3
RESULTS AND DISCUSSIONS
This chapter presents the results of the study which are presented in both textual and
tabular forms.
Level of Mathematics Anxiety
Table 1 presents the results of mathematics anxiety in terms of previous bad
experience, dyscalculia and poor foundation in mathematics. It can be gleamed from the table
that the overall mean is 2.98, which has a descriptive equivalent of low. This means that
mathematics anxiety less experienced by the students.
In terms of previous bad experience, result revealed that previous bad experience in
the subject is moderate having a mean of 3.25.
In terms of dyscalculia, result revealed that mathematics disorder among students is
low having a mean of 2.83.
In terms of poor foundation in mathematics, result revealed that the poorness of
foundation in mathematics of the students is low having a mean of 2.82.
The above-mentioned results signified that they are congruent.
Table 1. Results of the Descriptive Analysis on Mathematics Anxiety in Terms of

Previous Bad Experience, Dyscalculia, and Poor Foundation in Mathematics
N Mean Descriptive Level
Previous Bad Experience 30 3.25 Moderate
Dyscalculia 30 2.83 Low
Poor Foundation in Mathematics 30 2.82 Low
Mathematics Anxiety 30 2.98 Low

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Level of Students’ Academic Performance
Table 2 presents the results of the level of students’ academic performance in the
subject General Mathematics of Grade 11 students. It can be gleamed from the table that the
overall mean is 85.03, which has a descriptive equivalent of satisfactory. This means that the
level of students’ academic performance is quite good.
Table 2. Results of the Descriptive Analysis on Students’ Academic Performance

N Mean Descriptive Level
Students’ Academic Performance 30 85.03 Satisfactory
Relationship Between the Level of Mathematics Anxiety and Students’ Academic
Performance
Table 3 presents the results of the relationship between the level of mathematics
anxiety and students’ academic performance. It can be gleamed from the table that the r-
value of the variables previous bad experience and academic performance is -.142 which
indicates a very low negative correlation and the P-value is .455 which is greater than .05,
this means that there is no significant relationship between previous bad experience and
students’ academic performance in mathematics. Thus, accept H o .
It can be also gleamed from the table that the r-value of the variable dyscalculia and
academic performance is -.319 which indicates a low negative correlation and the P-value
is .086 which is greater than .05, this means that there is no significant relationship between
dyscalculia and students’ academic performance in mathematics. Thus, accept H o .
Lastly, it can be also gleamed from the table that the r-value of the variables poor
foundation in mathematics and academic performance is -.347 which indicates a low
negative correlation and the P-value is .060 which is greater than .05, this means that there is
13
no significant relationship between poor foundation in mathematics and students’ academic
performance. Thus, accept H o .
The results revealed that indicators of mathematics anxiety do not affect the academic
performance of Grade 12 students. This is maybe because the students are trying to achieve
better performance in overcoming their weaknesses towards the subject.
Table 3. Results of Correlation Analysis on the Relationship between the Level of

Mathematics Anxiety and Students’ Academic Performance
Academic Performance
r-value P-value Description Decision
Previous Bad Experience Very Low

-.142 .455 Negative
Correlation
Accept H o
Dyscalculia Low Negative
-.319 .086 Correlation
Poor Foundation in Low Negative
Mathematics -.347 .060 Correlation

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CHAPTER 4
SUMMARY, CONCLUSION AND RECOMMENDATIONS
Summary
This study aims to know the significant relationship between mathematics anxiety
and students’ academic performance. The study was conducted in Carmen National High
School selecting students equally in all sections in grade 11 Senior High Department. There
were 30 students were selected purposively to be the main participants of this study.
The researchers used Statistical Packaged for Social Science (SPSS) version 2.0 in
computing mean scores and correlating variables. The overall mean for students’ academic
performance is 2.98, which has a descriptive equivalent of low. This means that mathematics
anxiety less experienced by the students and the overall mean is 85.03, which has a
descriptive equivalent of satisfactory. This means that the level of students’ academic
performance is quite good.
It also concluded that the relationship between mathematics anxiety and students’
academic performance is not significant having the following results: previous bad
experience and students’ academic performance, p-value is .445; dyscalculia and students’
academic performance, p-value is 0.86; and poor foundation in mathematics, p-value is 0.60.
As resulted, there is enough evidence to accept Ho. Students’ academic performance in
Mathematics was not affected by their anxieties.

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Conclusion
The level of mathematics anxiety has the overall mean of 2.98. The result signifies
that mathematics anxiety hits less the students. Besides, the level of students’ academic
performance is quite good that can be seen to its overall mean, 85.03.
The researchers concluded that the grade 11 students’ academic performance were
not affected by mathematics anxiety, due to the fact that the three variables which are the
previous bad experience, dyscalculia and poor foundation in mathematics being correlated to
students’ academic performance failed to met the significant results of correlation for
students’ academic performance.
Meanwhile, the students of grade 11 are not suffering from mathematics anxieties.
Though they think it hard for them, but it does not affect their academic performance in the
said subject. This was showed at their individual grades in General Mathematics in the first
quarter of the first semester of school year 2018-2019.
Hence, the researchers concluded that there is no such big problem about
mathematics anxiety among students, maybe they are just not interested about the subject.
The teachers also are part of the problem, they need to help the students to learn and not to be
+more interested in Mathematics.

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Recommendations
On the other hand, the researchers recommend the following based from the results
that were gathered in this study:
1. The researchers recommended that the students must listen actively to the discussions
on the mathematics class.
2. The researchers recommended that the students must review the lessons that are
difficult to understand. They must ask for guidance on their mathematics lover
classmate. Also, during their mathematics class, they must ask their subject teacher
on the difficult part of the discussion in order for them to understand the whole
discussion.
3. The researchers recommended that the mathematics teachers need to manage the class
actively so that the students will not feel boring. A joyful class will let the students to
listen more such as having fun activities yet productive to catch their attention.
4. The researchers recommended that the mathematics teachers need to discuss the
lessons properly, organize, detailed and slowly in order for the students to understand
clearly the lessons.
5. The researchers recommended that both the teacher and the students must have a
good relationship to each other to have a good communication, fun and productive
discussion.
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LITERATURE CITED
Abiola (2010). Academic Performance the Best Indicator of Potential for Success in Life.
Fogs. Retrieved from http://www.fogs.com/articles/academic-performance-the-best-
indicator-of-potential-for-success-in-life-1622 last October 29, 2018.
Bryman & Bell (2007). Ethical Considerations. Research Methodology. Retrieved from
https://research-methodology.net/research-methodology/ethical-considerations/ last
August 17, 2018.
Cabahug, C. (2005). Math Anxiety and Academic Performance. Academia. Retrieved from
http://www.academia.edu/9652767/math_anxiety_and_academic_performance last
September 29, 2018.
Carey, E., Hill, F., Devine, A., & Szucs, D. (2016). The chicken or the egg? The direction
of the relationship between mathematics anxiety and mathematics performance.
Frontiers in Psychology, 6(1987). doi:10.3389/fpsyg.2015.01987 Retrieved from
https://www.cne.psychol.cam.ac.uk/the-relationship-between-maths-anxiety-and-
maths-performance last September 29, 2018.
Freedman, E. (2017). Do You Have Math Anxiety? A Self Test.MathPower. Retrieved from
http://www.mathpower.com/anxtest.htm last August 17, 2018.
Mcleod, S. (2018). Cognitive Dissonance. Simply Psychology. Retrieved from
https://www.simplypsychology.org/cognitive-dissonance.html last September 29,
2018.
Moura, R., et al. (2012). Transcoding abilities in typical and atypical mathematics
achievers: The role of working memory and procedural and lexical competencies.
Research Gate. Retrieved from
https://www.researchgate.net/publication/256451228_Transcoding_abilities_in_typic
al_and_atypical_mathematics_achievers_The_role_of_working_memory_and_proced
ural_and_lexical_competencies last September29, 2018.
The Understood Team (2018). Understanding Dycalculia. Understood. Retrieved from
https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/
dyscalculia/understanding-dyscalculia last March 6, 2019.
Yinghui, L., et al. (2015). Effects of Mathematics Anxiety and Mathematical Metacognition
on Word Problem Solving in Children with and without Mathematical Learning
Difficulties. Plos One. Retrieved from https://journals.plos.org/plosone/article?
id=10.1371/journal.pone.0130570 last August 17, 2018.
Young, R. (2012). The Math Anxiety-Performance Link: A Global Phenomenon. Journal
Sage. Retrieved from
https://journals.sagepub.com/doi/pdf/10.1177/0963721416672463 last September 29,
2018.
18
APPENDIX A: Letter of Permission to the Principal
Republic of the Philippines

CARMEN NATIONAL HIGH SCHOOL
Ising, Carmen, Davao del Norte
LORDELYN A. BUYO
Principal IV
Carmen National High School
Madam:
We would like to inform your good office that we will be conducting our study entitled
“Mathematics Anxiety and Students’ Academic Performance”. This study is in partial
fulfillment of the requirements for the subject Research in Daily life 2 at Carmen National
High School Senior High School Department, Ising, Carmen.
The respondents of the study will be the 30 students of Grade 11, selected purposively.
In this connection, may we request permission to conduct this study in Carmen National
High School specifically to conduct and administer survey questionnaire on the said
respondents of this study.
Your approval will be greatly valued and highly appreciated.
Respectfully yours,
Glaisa R. Castro
Gladys P. Consolacion
Jessa B. Diana
Remberly P. Lacaba
Jeralyn D. Moraga
Mark Angelo D. Morial
Albert O. Segara
Roellyn J. Sicad
Maria May B. Vismanos
Researchers
Noted:
SGO, EMILY E. PINEDA, MST MATH

Adviser
19
APPENDIX B: Letter of Request to the Validators
Republic of the Philippines

Sir/Madam;
We will be conducting our research entitled “Mathematics Anxiety and Students’

Performance” in partial fulfillment of the requirements for the subject Research in Daily
Life 2 at Carmen National High Scholl Senior High Department.
In connection with this, we humbly request your expertise and assistance in enhancing the
attached survey questionnaire as the main rating tool for the study. We do believe that you
have the capacity and skills in enhancing the said instrument.
Thank you very much for the support.
Very truly yours,
Glaisa R. Castro
Jessa B. Diana
Remberly P. Lacaba
Jeralyn D. Moraga
Albert O. Segara
Roellyn J. Sicad
Researchers
Noted:
EMILY E. PINEDA, MST MATH

Adviser
20
APPENDIX C: Survey Questionnaire Evaluation and Enhancement Form
The herein evaluation and enhancement form is designed to explore the validity of the
instrument as the main rating tool for the study. Please check the appropriate box indicating
your honest rating item below, your response will improve further the borrowed
questionnaire. Your comments and suggestions are likewise welcome.
Points Equivalent: 5-Excellent 4-Very Good 3-Good 2-Fair 1-Needs Improvement
CRITERIA 5 4 3 2 1
Clarity of Language
The vocabulary level, language structure, and conceptual level
of the questions suit the level of the informants. The test
directions and items are written in a clear and understandable
manner.
Presentation/ Organization of Items
The items are presented and organized in logical/ sequential
manner.
Suitability of Items
The items appropriately represent the substance of the research.
The questions are designed to determine the conditions,
knowledge, perceptions, and attitudes that are supposed to be
measured.
Adequate Purpose
The items present the coverage of the research appropriately.
The number of items per are represented enough by all questions
needed by the research.
Attainment of Purpose
The instrument as a whole fulfills the objectives from which it is
constructed.
Respondent-Friendliness
The questionnaire creates a positive impression, one that
motivates respondents to answer it.
Objectivity
No part of the questionnaire suggests bias on the part of the
research.
Grammar and Spelling
Are grammatically correct and has no typographical errors pr
misspelling
Neatness
Questionnaire is presented neatly an in an easy-to-read manner.
Overall Remarks:
Signature Overprinted Name of Evaluator Date of Evaluation

21
APPENDIX D: Survey Questionnaire
MATHEMATICS ANXIETY AND STUDENTS’ ACADEMIC PERFORMANCE
A borrowed questionnaire on Mathematics Anxiety and Students’ Performance by

Elleen Freedman retrieved from http://www.mathpower.com/anxtest.htm, Emma Carey,
Francesca Hill, Amy Devine, and Dénes Szűcs from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5243819/.
Name: (optional) Grade level:

Gender: Age:
Direction: Please check(/) and rate yourself honestly based on the given statements below
using the following scales.
(5) Strongly Agree If the indicator exceeds the expectation.
(4) Agree If the indicator meets the expectation.
(3) Undecided Not sure if the indicator suits the expectation.
(2) Disagree The indicator did not meet the expectation.
(1) Strongly Disagree The indicator did not exceed the expectation.
STATEMENT
5 4 3 2 1

Previous Bad Experience
My previous bad experience in Mathematics sinks in when…
1. I think about what will happen if I fail in my Mathematics subject.
2. I think about how poorly I am doing in my Mathematics class.
3. I think most of my answers are wrong in my Mathematics test.
4. I get nervous around people when they talk about Mathematics.
5. I feel that someone will tell me I do things the wrong way in our
Mathematics subject.
6. I fear others will laugh at me in our mathematics class.
7. I fear other people will laugh at me if they find out that I am poor in
Mathematics.
8. I think about what my grade will be in our Mathematics class.
9. I worry about what my parents will say if I fail.
10. I worry about how hard the Mathematics test is.
11. I fear Mathematics tests than any other kind.
12. I understand Mathematics now, but I worry that it's going to get
really difficult soon.
13. I wonder if my answers are right in our Mathematics tests.
Dyscalculia 5 4 3 2 1
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I think I have Mathematics disorder because…

1. I am uneasy about going to the board in our Mathematics class.
2. I worry about doing something wrong in our Mathematics subject.
3. My face feels hot every time my name is called by our Mathematics
teacher.
4. I feel nervous every time I get to do board work.
5. My hand shakes when answering Mathematics tasks.
6. I have too many headaches in learning Mathematics.
7. I cringe when I have to go to Mathematics class.
8. I am afraid to ask questions in Mathematics class.
9. My head hurts when reading Mathematics books.
Poor Foundation in Mathematics
5 4 3 2 1
I think I have poor foundation in Mathematics because…
1. I tend to zone out in our Mathematics class.
2. I am always worried about being called on in Mathematics class.
3. I do not know how to study for Mathematics tests.
4. It's clear to me in Mathematics class, but when I go home it's like I
was never there.
5. I'm afraid I won't be able to keep up with the rest of the class.
6. I wonder if my answers are right in our Mathematics tests.
7. I find it hard to sit still Mathematics class.
General Mathematics Grade in First Quarter:

23
APPENDIX E: Informed Consent Form
Title of the Study: Mathematics Anxiety and Students’ Academic Performance
Name of Researchers: Glaisa R. Castro

Jessa B. Diana
Remberly P. Lacaba
Jeralyn D. Moraga
Albert O. Segara
Roellyn J. Sicad

We are students of the Senior High of Carmen National High School, Ising, Carmen,
Davao del Norte. As part of our requirements for the subject Research in Daily Life 2, we are
conducting research under the supervision of Emily E. Pineda. We are inviting you to
participate in our study entitled Mathematics Anxiety and Students’ Academic Performance.
A quantitative method will be used in the study which involves correlational type of
research. Also, this study uses purposive sampling strategy in selecting the respondents
during the survey. Respondents from Carmen National High School are the ones who will
answer the survey questionnaires of this study. The respondents are given enough time to
answer the said questionnaire and will be retrieved afterwards. The respondents are the 30
students from Grade 11.
All information obtained in this study will be kept strictly confidential. All
participants will be asked not to be disclosed anything said within the context of the
interview. All identifying information and materials will be stored securely.
By signing this consent form, you are indicating that you fully understand the above
information and agree to participate in this study.
Also as minor, please let your parents affix his/her signature as a sign of approval.
Respondent’s/ Participant’s Signature:

Parent’s Signature:
Date:
Researcher’s Signature:
Date:
24
APPENDIX F: Summary of Validators Form
Validator No.1
The herein the enhancement form is designed to explore the validity of the instrument as the
main rating tool for the study. Please check the appropriate box indicating your honest rating
item below, your response will improve further the borrowed questionnaire. Your comments
and suggestions are likewise welcome.
CRITERIA 5 4 3 2 1
Clarity of Language
/
manner.
/
manner.
/
measured.
/
Adequate Purpose
The number of items per are represented enough by all
questions needed by the research.
/
The instrument as a whole fulfils the objectives from which it is
constructed.
/
/
Objectivity
research.
/
misspelling
/
Neatness
SGO, KERRA ELAIZZA DINO September 18, 2018

25
Validator No. 2
The herein the enhancement form is designed to explore the validity of the instrument as the
main rating tool for the study. Please check the appropriate box indicating your honest rating
item below, your response will improve further the borrowed questionnaire. Your comments
and suggestions are likewise welcome.
CRITERIA 5 4 3 2 1
/
Clarity of Language
manner.
/
manner.
/
measured.
/
Adequate Purpose
The number of items per are represented enough by all questions
needed by the research.
/
The instrument as a whole fulfills the objectives from which it is
constructed.
/
/
Objectivity
research.
/
misspelling
/
Neatness
SGO, EDMER AGUILAR September 18, 2018

26
APPENDIX G: Single Item Scores and Summed Score
PREVIOUS BAD EXPERIENCE

RESPONDENT Summed
Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13
Scores
1 3 3 3 2 3 3 3 3 2 1 3 3 3 32
2 4 3 2 1 2 3 4 3 5 4 2 5 3 37
3 3 3 2 2 3 4 3 4 4 3 3 4 4 39
4 3 3 4 3 2 4 3 4 5 4 4 3 4 43
5 2 2 2 3 3 2 1 4 3 4 3 4 4 35
6 3 3 4 2 2 2 3 2 2 2 3 5 5 35
7 2 2 2 2 2 1 1 1 1 2 2 4 4 24
8 5 4 2 3 5 2 3 4 5 4 4 4 3 43
9 5 4 3 3 3 4 4 4 5 4 2 4 4 44
10 4 3 4 3 4 2 2 4 5 5 3 4 3 42
11 3 2 2 2 4 4 2 4 4 4 5 5 5 43
12 5 2 2 2 2 2 3 5 5 3 2 4 4 36
13 4 2 1 1 1 1 1 4 3 2 1 3 3 23
14 5 4 4 4 4 4 4 5 4 4 5 4 4 50
15 5 5 4 1 3 3 2 2 2 2 3 3 2 32
16 3 3 3 3 3 3 2 4 3 3 4 3 3 37
17 5 4 4 5 3 3 3 4 5 5 3 4 4 47
18 3 4 4 4 5 4 2 4 5 5 5 4 5 51
19 3 3 4 4 3 4 4 3 2 4 3 4 4 42
20 5 4 3 3 3 4 4 5 5 5 4 4 4 48
21 5 3 3 1 2 1 5 5 5 5 5 5 5 45
22 3 4 3 3 3 3 2 4 3 5 3 4 3 40
23 4 3 3 4 3 4 2 4 3 2 4 2 4 38
24 4 3 4 2 4 3 4 2 4 2 1 5 3 37
25 3 3 2 2 3 1 2 4 4 3 1 3 4 32
26 4 4 3 1 4 1 2 4 4 4 4 4 3 38
27 5 3 2 2 3 3 4 4 4 3 2 4 5 39
28 4 2 1 2 1 2 2 4 3 4 2 4 3 30
29 3 2 1 1 2 2 1 3 2 5 3 4 1 27
30 5 3 3 4 3 5 4 3 5 3 5 3 2 43
RESPONDEN DYSCALCULIA
27
T Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Summed Scores
1 4 3 3 3 2 2 2 2 2 23
2 1 2 4 2 2 2 2 1 3 19
3 2 3 3 3 2 2 2 3 3 23
4 5 4 5 5 4 3 4 5 3 38
5 2 4 2 2 3 2 2 3 3 23
6 4 4 3 3 1 1 1 1 1 19
7 1 2 4 3 2 2 1 1 2 18
8 4 4 5 5 3 2 3 3 4 33
9 3 4 2 4 3 1 3 2 1 23
10 4 4 3 3 4 3 4 2 3 30
11 4 4 3 3 2 2 1 4 4 27
12 2 4 2 1 1 1 2 2 4 19
13 2 2 2 2 2 2 1 1 1 15
14 4 4 4 4 3 3 3 3 4 32
15 4 3 4 3 2 3 3 3 1 26
16 3 3 4 2 3 3 2 3 4 27
17 3 3 3 4 4 3 3 3 4 30
18 3 4 4 3 3 3 3 4 3 30
19 3 3 5 5 3 4 3 4 4 34
20 4 4 3 3 2 2 3 3 3 27
21 1 5 1 1 1 1 1 1 5 17
22 2 2 5 4 1 2 1 1 4 22
23 4 2 4 3 3 4 3 4 2 29
24 5 3 4 2 4 3 5 3 5 34
25 3 3 3 3 3 4 3 3 4 29
26 1 4 5 4 3 3 1 3 1 25
27 4 4 2 3 2 2 2 2 1 22
28 2 4 2 2 1 2 1 1 2 17
29 2 3 2 1 1 2 3 3 2 19
30 5 4 5 3 3 5 3 4 3 35
28
RESPONDEN POOR FOUNDATION IN MATHEMATICS

T Q1 Q2 Q3 Q4 Q5 Q6 Q7 Summed Scores
1 3 3 3 3 3 3 3 21
2 1 1 1 2 2 1 1 9
3 2 3 2 3 3 3 3 19
4 4 4 3 4 4 3 4 26
5 2 2 2 3 2 4 1 16
6 1 1 1 2 2 1 1 9
7 2 2 2 4 1 2 1 14
8 3 4 4 5 3 3 2 24
9 4 4 4 4 2 4 3 25
10 2 3 3 4 2 3 2 19
11 3 4 5 1 2 4 4 23
12 2 2 2 1 2 4 2 15
13 3 2 1 2 2 3 1 14
14 3 4 4 4 3 4 4 26
15 3 3 2 3 3 4 3 21
16 4 3 3 3 3 3 4 23
17 3 4 3 3 3 3 3 22
18 3 3 3 3 3 3 4 22
19 3 3 2 4 3 3 4 22
20 4 3 3 4 4 4 3 25
21 3 2 1 2 1 1 1 11
22 4 4 1 2 3 5 3 22
23 4 3 3 4 3 4 2 23
24 5 4 3 2 1 2 3 20
25 3 4 2 2 3 4 2 20
26 3 3 4 3 3 4 5 25
27 2 2 2 1 1 5 5 18
28 2 2 2 3 2 3 2 16
29 3 4 3 2 3 2 3 20
30 3 3 4 3 3 3 4 23
29
APPENDIX: Correlation Statistical Result
Descriptive Statistics
Mean Std. Deviation N
Previous Bad Experience 3.2487 .57836 30
Dyscalculia 2.8333 .68788 30
Poor Foundation in
2.8238 .68838 30
Mathematics
Students' Performance in
85.0333 4.40598 30
General Mathematics
Correlations
Students'
Performance in
Previous Bad Poor Foundation General
Experience Dyscalculia in Mathematics Mathematics
Previous Bad Experience Pearson Correlation 1 .563** .476** -.142
Sig. (2-tailed) .001 .008 .455
N 30 30 30 30
Dyscalculia Pearson Correlation .563** 1 .716** -.319
Sig. (2-tailed) .001 .000 .086
N 30 30 30 30
Poor Foundation in Pearson Correlation .476** .716** 1 -.347

Mathematics Sig. (2-tailed) .008 .000 .060
N 30 30 30 30
Students' Performance in Pearson Correlation -.142 -.319 -.347 1

General Mathematics
Sig. (2-tailed) .455 .086 .060
N 30 30 30 30
**. Correlation is significant at the 0.01 level (2-tailed).

30
Curriculum Vitae
Personal Information
Name: Roellyn J. Sicad
Age: 18 years old
Status: Single
Religion: Roman Catholic
Parents: Rubylyn P. Jilla
Roel S. Sicad
Educational Background
Elementary: Tuganay Elementary School
Junior High: Carmen National High School
Senior High: Carmen National High School
Seminars Attended
Basic Orientation on Data Analysis
Immersion Assignment
Office/ Agency : Municipal Budget Office
Nature of Work : Receiving, Outgoing, Controlling and Filing of Documents
Date : December 6-19, 2018

31
Curriculum Vitae
Name: Gladys P. Consolacion
Age: 18 years old
Status: Single
Religion: Born Again
Parents: Editha P. Consolacion
Eduardo F. Consolacion
Elementary: Salvacion Elementary School
Seminars Attended
Office/ Agency : Municipal Assessor’s Office
Nature of Work : Encoding, Countersigning and Assisting

32
Curriculum Vitae
Name: Albert O. Segara
Age: 18 years old
Status: Single
Parents: Rosemarie O. Segara
Alex P. Segara
Elementary: Salvacion Elementary School
Junior High: Anibongan National High School
Seminars Attended
Office/ Agency : Office of Municipal Accounting
Nature of Work : Segregation of Document

33
Curriculum Vitae
Name: Maria May B. Vismanos
Age: 21 years old
Status: Single
Parents: Norma B. VIsmanos
Rogelio P. Vismanos
Elementary: Asuncion Elementary School
Junior High: F. Bangoy National High School
Seminars Attended
Office/ Agency : Sangguniang Bayan office
Nature of Work : Receiving and Outgoing documents

34
Curriculum Vitae
Name: Glaisa Jane R. Castro
Age: 18 years old
Status: Single
Parents: Febe R. Castro
Andres C. Castro
Elementary: Cebulano Elementary School
Junior High: Quezon National High School
Seminars Attended
Office/ Agency : Bids and Awards Committee
Nature of Work : Assisting

35
Curriculum Vitae
Name: Remberly P. Lacaba
Age: 18 years old
Status: Single
Parents: Rebecca P. Lacaba
Segundo A. Lacaba
Elementary: Taba Elementary School
Seminars Attended
Office/ Agency : Municipal Planning Development Coordinator
Nature of Work : Encoding and Receiving Files

36
Curriculum Vitae
Name: Jessa B. Diana
Age: 18 years old
Status: Single
Parents: Sonia B. DIana
Elmer P. Diana
Elementary: San Isidro Elementary School
Junior High: Dujali National High School
Seminars Attended
Office/ Agency : Commission on Election Office
Nature of Work : Releasing Voters’ Certificate

37
Curriculum Vitae
Name: Jeralyn D. Moraga
Age: 19 years old
Status: Single
Parents: Concepcion D. Moraga
Joselito A. Moraga
Elementary: Ramon Magsaysay Elementary School
Junior High: Alejal National High School
Seminars Attended
Office/ Agency : Public Employment Service Office
Nature of Work : Assisting Client for Mayor’s Permit

38
Curriculum Vitae
Name: Mark Angelo P. Morial
Age: 18 years old
Status: Single
Parents: Maria Luz P. Morial
Angelo P. Morial
Elementary: Carmen Central Elementary School
Seminars Attended
Office/ Agency : General Service Office
Nature of Work : Outgoing Documents

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1

psychosocial competencies as well as their specific contribution to explain school

mathematics performance is still unclear (Haase, Júlio-Costa, Pinheiro-Chagas, Oliveira,

Rettore-Micheli & Wood, 2012).

Moreover, countries with higher-than-average student math performance also tend to

Wu & Menon, 2012).

In the Philippines, the University of the Philippines’ greatest failure is in

in mathematics have always been a factor (Cabahug & Ladot, 2005).

Objectives of the Study

This study aimed the following:

1. To determine the level of Mathematics anxiety of the study in terms of:

a. Previous Bad Experience

c. Poor Foundation in Mathematics

2. To determine the level of academic performance of students.

3. To determine the significant relationship between Mathematics anxiety and students’

1.) What is the level of mathematics anxiety in terms of:

a. Previous Bad Experience

c. Poor Foundation in Mathematuics

2.) What is the level of students’ academic performance?

3.) Is there a significant relationship between mathematics anxiety and students’

There is no significant relationship between mathematics anxiety and students’

Significance of the Study

High School. The benefactors will be the following:

2. Students, as they will know how to control their anxieties in Mathematics.

overcoming students’ anxieties in Mathematics.

Scope and Delimitations

particularly to the selected Grade 11 Senior High School students.

purposively as the main participants.

theories is the Cognitive dissonance theory. It refers to a situation involving conflicting

attitudes, beliefs or behaviors. This produces a feeling of discomfort leading to an alteration

the Poor Foundation in Mathematics of a student is cannot be blame because it cannot be

Mathematics anxiety describes feelings of fear, tension, apprehension or worry about

as mathematics anxiety levels increase, mathematics test performance somewhat decreases.

mathematics anxiety and mathematics performance is driven by anxiety’s devastating

Szucs, D., 2016).

Independent Variable Dependent Variable

Figure 1: Conceptual Paradigm of the Study

Mathematics for grade 11 students.

variables, the mathematics anxiety and students’ academic performance.

Locale of the Study

This study was conducted in Carmen National

High School that can be found at the center of

barangay Ising, Carmen, Davao del Norte. The said

school is a public school and has a large population,

Junior and Senior High School.

the first semester of the school year 2018-2019.

taken from http://www.mathpower.com/anxtest.htm by Elleen Freedman. This was validated

Data Collection Procedures

Data Analysis Procedure

Ethical considerations form a major element in a research. The researcher needs to

prevention of error. Furthermore, following ethics enables researchers to deal collaborative

contributors to the study.

rights of all the contributors, established through implementation of ethical considerations.

Any type of misleading information, as well as representation of primary data findings in a

RESULTS AND DISCUSSIONS

Level of Mathematics Anxiety

Table 1 presents the results of mathematics anxiety in terms of previous bad

mathematics anxiety less experienced by the students.

the subject is moderate having a mean of 3.25.

In terms of dyscalculia, result revealed that mathematics disorder among students is

low having a mean of 2.83.

In terms of poor foundation in mathematics, result revealed that the poorness of

foundation in mathematics of the students is low having a mean of 2.82.

The above-mentioned results signified that they are congruent.

Math Anxiety and Students' Academic Performance

Math Anxiety and Students' Academic Performance

Previous Bad Experience Pearson Correlation 1 .563 .476 -.142

Dyscalculia Pearson Correlation .563 1 .716 -.319

Poor Foundation in Pearson Correlation .476 .716 1 -.347