MATHEMATICS ANXIETY AND ACADEMIC PERFORMANCE

OF GRADE 8 LEARNERS OF BALIBAGO-BIGA

NATIONAL HIGH SCHOOL

An Action Research
Presented to
The Faculty of Graduate School
GOLDEN GATE COLLEGES
Batangas City

In Partial Fulfillment
Of the Requirements for the Degree
MATER OF ARTS IN EDUCATION (Non-Thesis)
MAJOR IN MATHEMATICS TEACHING

RHEALYN A. RAMIREZ

June 2021
 APPROVAL SHEET

This action research entitled "MATHEMATICS ANXIETY AND

ACADEMIC PERFORMANCE OF GRADE 8 LEARNERS OF

BALIBAGO-BIGA NATIONAL HIGH SCHOOL” prepared and

submitted by RHEALYN A. RAMIREZ in partial fulfillment of the

requirements for the degree Master in Education, Major in

Mathematics Teaching, has been evaluated and approved with a

grade of ___________________.

Date: ________________.

JULITA E. ILAGAN, EdD

Evaluator

ESPERANZA B. LUSANTA, EdD

Dean, Graduate School

Comprehensive Examination taken on _________________

Rating ____________________________________________
 ACKNOWLEDGMENT

The success of this endeavor will not be possible without the

guidance and support of the following persons whom the researcher
wishes to express her sincere gratitude.
Dr. Esperanza B. Lusanta, Dean of Golden Gate Colleges for

her guidance and support in the duration of this study;

Dr.Julita E. Ilagan, the adviser of the researcher, for her

valuable motherly pieces of advice and encouragement in the

accomplishment of this action research;

Mrs. Lucia C. Garcia, the principal of Balibago-Biga National

High School, for allowing the researcher to make use of the school

as the laboratory for the conduct of the study;

To the students and parents of Balibago-Biga National High

School, for the warm assistance and willingness to provide the

necessary data for the study.

The parents of the researcher for their moral, emotional, and

spiritual support;

To my husband, Edgardo L. Ramirez Jr., for the

encouragement and support in the conduct of this study;

Above all, greatest gratitude is given to GOD ALMIGHTY.

R.A.R.
 DEDICATION

This action research is humbly dedicated to all Mathematics

teachers who never stop in finding alternative approaches and

teaching strategies to make sure that students are learning the

subject effectively.

I also dedicate this study to the students who will mostly benefit

from the conduct of this study.

To my friends who supported me throughout the process. I will

always appreciate all they have.

To my parents who never failed to provide the much-needed

guidance and support in this academic endeavour.

To my husband who encouraged and motivated me to continue

despite the workloads and sleepless nights, thank you.

To the researcher’s evaluator Dr.Julita E. Ilagan, who is keen

and whose words of encouragement and push of tenacity ring in my

ears to finish this action research.

And most importantly, to our Almighty Father, who gave us

strength and wisdom in realizing our objectives.

R.A.R
 TABLE OF CONTENTS

Page
TITLE PAGE……………………………………………… i

APPROVAL SHEET…………………………………….. ii

ACKNOWLEDGMENT…………………………………. iii

DEDICATION…………………………………………….. iv

TABLE OF CONTENTS………………………………… v

ABSTRACT………………………………………………. vi

I. Context and Rationale………………….. 1

II. Brief Review of Literature………………. 4
III. Scope and Limitation……………………. 26
IV. Significance of the study………………. 27
V. Research Questions……………………. 30
VI. Methodology…………………………….. 31
Research Design ……………….. 31
Subjects of the Study…………… 31
Data Gathering Instrument…….. 32
Data Gathering Procedure……… 35
Data Analysis Plan……………… 37
VII. Results and Discussion……………….. 38
VIII. Conclusions and Recommendations ….. 63

REFERENCES
APPENDICES
CURICULUM VITAE
 ABSTRACT

Mathematics anxiety is something that should be dealt with

seriously by the teachers, as studies proved that anxiety influences that

academic performance of the students. The researcher attempted to

ascertain this by determining the relationship between the anxiety of

the students in learning mathematics and their academic performance.

This descriptive action research was conducted to eighty-eight (88)

students, using questionnaire as the main data gathering instrument.

Results indicated that most of the participants obtained

satisfactory and very satisfactory academic performance on the first

quarter of school year 2020 – 2021. Meanwhile, students believed that

Mathematics is a difficult subject and they feel like obtaining a low

grade despite preparing for the subject and the examinations. Overall,

they assessed that they seldom have anxiety in the subject.

Furthermore, Pearson’s R Correlation using SPSS revealed that there

is a low positive relationship between the anxiety of the students and

their academic performance in Mathematics.

It was therefore suggested that the proposed strategic activities

may be conducted and applied in the teaching of Mathematics to ease

the anxiety of the students and help improve their academic

performance, Mathematics teachers may be encouraged to develop

strategic activities to ease the anxiety of the students in the subject,

and a similar study may be conducted to determine the anxiety level of

the students on the different subjects.

I. Context and Rationale

Mathematics curriculum intends to develop the critical thinking

and problem solving of the students by capitalizing on the

foundational concepts and competencies that learners should

master. However, some students view this subject as a difficult one

and some are experiencing anxiety, fear and lack of confidence

towards the subject. In fact, Nunez-Pena et al (2013) found that low

performance in the program was related to math anxiety and

negative attitudes towards mathematics. Meaning, that anxiety being

experienced by students at this stage may lead to long-term effect

that may affect the student’s performance in high education.

Numerous studies presented a positive correlation between

the anxiety of the students in dealing the subject to their academic

performance. In example, the study conducted by Jolejole et al

(2019) shown that grade 7 learners manifested moderate level of

anxiety towards mathematics, not meeting expected mathematics

performance across ages. Researches presented that anxiety in the

subject selects no gender or age. Having an anxiety in the subject

may result to negative effects, for which teachers are aware.

 That’s why various studies have also suggested for the

development of different interventions in order to help students ease

their anxiety towards the subject as this shown as positive impacts in

their academic performance.

Just last December 2019, PISA results revealed that the

Philippines scored 353 in Mathematics, below the average of

participating Organisation for Economic Co-operation and

Development (OECD) countries. With this, the education department

highlighted the importance of addressing the gaps and issues in

attaining quality mathematics education. In doing so, modifying

teaching strategies and methods in teaching the subject was one of

the efforts done by the teachers in order to bridge the problem.

Though, Garba et al (2019) noted that peer behaviour, such as

achievement of peers and group discussions, and speech, such as

positive advice, also minimize mathematics anxiety among students.

It is not only by changing our strategies can enhance the

performance of the students, most importantly, the support of their

classmates, parents, and the community around them can help in

easing the anxiety felt by the students. Actually, Ruff and Boes
(2014) presented the effectiveness of school counselling small group

intervention to reduce mathematics anxiety and increase

achievement of the participants. The anxiety experienced by

students have long been attributed to their academic performance as

this implicated negative perception about the subject, lacking of

motivation and drive to absorb the concepts, and barring students

from thinking positively of achieving.

Since there are newly developed strategies being employed

by mathematics teachers in order to motivate the students and make

learning math easy, it is important that we consider the factors and

sources of the anxiety felt by the students, by considering not just

one aspect of the problem, but exploring other aspects that would

have caused the problem, including how previous strategies

impacted the students to deal with Math.

Therefore, the researcher has established the need for the

conduct of this action research as the anxiety felt by the students

may vary in terms of its sources and causes and different strategy

may have been given in order to fully address the emotional issues

encountered by them. As we are eyeing for quality education, that

stems from provision of quality instruction delivered by the teachers.

As Math teacher, the researcher is aware that most of the students

find it difficult to study the subject and the least that we can do in

order to help them enhance their academic performance is to make

sure that our interventions are based on the actual needs of the

learners.

II. Brief Review of Literature

This part presents some related studies and its implications

and bearing to the present study.

The study of Rozgunjuk et al (2020) analyzed the relation

between mathematics anxiety and the self-efficacy of the STEM

students. Bivariate correlation analysis revealed that mathematics

anxiety had a very high negative correlation with mathematics self-

efficacy. However, while mathematics anxiety correlated positively

with surface approach to learning in the STEM student sample, this

association was not statistically significant in the social sciences

student sample. Controlled for age and gender, regression analysis

showed that lower mathematics self-efficacy and female gender

predicted higher mathematics anxiety, while only mathematics self-

efficacy predicted mathematics anxiety in the social sciences student

sample. Interestingly, approaches to learning were not statistically

significant predictors in multivariate analyses when mathematics

self-efficacy was included.

It was further suggested that mathematics self-efficacy plays a

large role in mathematics anxiety. Therefore, one potential takeaway

from the results of the current study is that perhaps improving

students’ mathematics self-efficacy could also be helpful in reducing

mathematics anxiety. Since the current study was cross-sectional, it

could also be that reducing students’ mathematics anxiety could be

helpful in boosting their mathematics self-efficacy. Future studies

should aim to clarify the causal link in this relationship.

Peteros et al (2020) stated that self-concept in mathematics

can be defined as student ratings of their skills, ability, enjoyment,

and interest in mathematics is seen as an essential factor in their

achievement in math. This study assessed the self-concept and

academic performance in Math of the Grade 10 students of a public

national high school, Cebu, Philippines. The study employed

descriptive correlational research. One hundred eighty-three

respondents were asked to answer a survey questionnaire in order

to measure their self-concept. Their academic performances were

assessed using their grades in Math. The assembled information

was dealt with measurably utilizing recurrence, percentage,

weighted mean, t-test, and Pearson r. Results revealed that they had

a moderate level of self-concept towards learning Mathematics.

Also, the data show that the respondents’ performance in the

subject needs to be improved. Problems about learning the subject

need to be addressed to improve students’ performance, mainly that

they were already assessed for the three grading periods, yet their

performance needs to be improved. No gender difference was found

on the self-concept of the respondents, but there was a significant

relationship between self-concept and the respondents’ academic

performance in Mathematics. Hence, a Math performance

enhancement plan is highly recommended for adoption and

evaluation.

Also, Jolejole et al (2019) investigated the level of anxiety

towards mathematics of grade 7 learners, their mathematics

performance and determined if there exists significant difference

between male and female learners in their level of mathematics

anxiety. It was also examined the association between leaners' level

of mathematics anxiety and mathematics performance. Findings

revealed that grade 7 learners, on average, experience a moderate

level of anxiety towards mathematics which was on the same level

between male and female learners. On mathematics performance,

the leaners manifested below to fairly satisfactory levels.

Statistically, there was a significant negative association between

learners' level of anxiety towards mathematics and mathematics

performance with the strength of association stronger for male

learners than their female counterpart. In conclusion, the grade 7

learners manifested moderate level of anxiety towards mathematics,

not meeting expected mathematics performance for both male and

female groups. Their anxiety level towards mathematics has

negative bearing on their mathematics performance, those who

manifested high anxiety level towards mathematics tended to

perform low in mathematics and vice versa.

Achor and Ajai (2014) examined remedial students'

understanding of the usefulness of mathematics, perceptions on

teacher's attitudes and mathematics as a male domain as predictors

of their personal confidence in mathematics in Taraba State

University, Jalingo in Nigeria. The findings show that students'

understanding about the usefulness of mathematics, perception of

teacher's attitudes positively predicted their personal confidence

about mathematics.

However, perception of mathematics as a male domain did not

predict personal confidence about mathematics. The prediction

model accounted for 64.5% of the variance of students' personal

confidence about mathematics. It is recommended among others

that teachers should ensure that students find and understand the

application and everyday use of mathematics at secondary and sub-

degree levels. This will go a long way to accelerate their self

confidence which appears to be a precondition to students'

understanding of mathematics itself.

Likewise, Acevedo et al (2020) identified the relation between

mathematicalanxiety and academic performance in the area of

mathematics by analyzing the answers to the Fennema – Sherman

mathematical anxiety scale (.88 confidence level) given by 127

secondaryschool students (68 girls and 59 boys) with an average

age of 14.34 years old. The GPA (Grade Point Average) of students

was 4.1, a high GPA according to the criteria of the Colombian

Ministry of National Education. Furthermore, girls obtained a higher

GPA than boys although their level of anxiety was higher too.

Regarding the relation between mathematical anxiety and academic

performance in the area of mathematics, this study shows that they

are inversely related, that is, the greater the anxiety, the lower the

academic performance.

It was concluded that that mathematics produces low anxiety

levels in the participant school students. Also, it was found that the

level of anxiety is greater in girls than in boys and that thereis an

inverse correlation between academic performance in the course of

mathematics at schooland mathematical anxiety because as anxiety

increases, the academic performance decreases.As a result of this

study, the staff of school directors weresuggested to design a

program to modify the emotional responses of students, considering

the factthat girls are influenced by affection – related factors with

regard to the mathematical learning process.

 Dogan (2015) indicated that students had noticeable positive

changes on their attitude towards and perception of mathematics.

Many of them became more optimistic about their ability to do

mathematics. Their belief, attitude and fear toward math shows up

as low confidence in their ability to do mathematics, passivity and

less or no effort towards mathematics activities Even though,

majority has potential to learn and understand mathematics, high

math anxiety seems to be affecting their cognitive abilities.

Educators of prospective teachers can consider approaches similar

to the one reported here in order to address low motivation and

negative attitude toward mathematics.

In addition, Namkung et al (2019) examined the relation

between mathematics anxiety (MA) and mathematics performance

among school-aged students, and to identify potential moderators

and underlying mechanisms of such relation, including grade level,

temporal relations, difficulty of mathematical tasks, dimensions of

MA measures, effects on student grades, and working memory. The

results indicated that a significant negative correlation exist between

MA and mathematics performance, r = −.34. Moderation analyses

indicated that dimensions of MA, difficulty of mathematical tasks,

and effects on student grades differentially affected the relation

between MA and mathematics performance. MA assessed with both

cognitive and affective dimensions showed a stronger negative

correlation with mathematics performance compared to MA

assessed with either an affective dimension only or

mixed/unspecified dimensions.

Advanced mathematical tasks that require multi step

processes showed a stronger negative correlation to MA compared

to foundational mathematical tasks. Mathematics measures that

affected/reflected student grades (e.g., final exam, students’ course

grade, GPA) had a stronger negative correlation to MA than did

other measures of mathematics performance that did not affect

student grades (e.g., mathematics measures administered as part of

research). Theoretical and practical implications of the findings are

discussed.

Results showed in the study of Freeman et. Al (2014), that

both active and engaged learning leads to better long-term learning

is omnipresent in my mind. Students benefit from working in groups

and actively participating in class sessions. Given these benefits,

there remains a major challenge in all of this: getting all students to

participate in class discussions. In essentially every class there are

those who resist participating, and getting those students to talk

remains a challenging aspect of teaching (Zakrajsek, 2017).

Furthermore, Ayadi (2015) found the relationship between

Mathematics anxiety and students’ performance.The study implied

that elementary teacher education programs point to increased

attention on the Mathematics anxiety of pre-service teachers. This

process is two folds. One, it is recommended that pre-service

teachers be made aware of their Mathematics anxiety level and two,

it is recommended that teacher education programs acknowledge

and address the importance of these affective variable and their role

in pedagogy.

The results of the study, generally, indicated that most of the

pre-service teachers did not exhibit high level of anxiety. Student

prior experiences with mathematics teachers and other influential

persons have been identified as the greatest influence on the

development of mathematics anxiety. In concise term, this study

showed the relationship between students' perception about society

mathematics myths and mathematics anxiety. It is worth mentioning

that further research should be conducted on mathematics anxiety in

relation to job prospects.

Furner (2017) mentioned that Mathematics teachers need to

take on the role of counselors in addressing the math anxious in

today's math classrooms. This paper looks at the impact math

anxiety has on the future of young adults in our high-tech society.

Teachers and professional school counselors are encouraged to

work together to prevent and reduce math anxiety. It is important

that all students feel confident in their ability to do mathematics in an

age that relies so heavily on problem solving, technology, science,

and mathematics. It really is a school's obligation to see that their

students’ value and feel confident in their ability to do math, because

ultimately a child's life: all decisions they will make and careers

choices may be determined based on their disposition toward

mathematics. This paper raises some interesting questions and

provides some strategies (See Appendix A) for teachers and

counselors for addressing the issue of math anxiety while discussing

the importance of developing mathematically confident young people

for a high-tech world of STEM.

Additionally, Dagaylo and Tancinco (2016) determined the

relationship between the level of Mathematics anxiety and the

academic performance of the students at the Naval State

University.Almost one-half or 48.5 percent of the students was rated

“Good” as school grades in Mathematics; 86 percent had favorable

attitude towards Mathematics. While, more than one-half or 64.5

percent of the students have Average Anxiety. Highest Percentage

of 18.5 percent from COE,17.5 percent from COME, 16 percent from

CAS, and 12.5 percent from CIICT. Topping among the other

Colleges was the College of Engineering (COE) when it comes to

mathematics performance, 17% of them were rated as

“Satisfactory”. Majority of the teachers (79.5 %) were democratic in

their approach in teaching Mathematics.

It was concluded that the level of mathematics anxiety and the

attitudes of the respondents towards the subject are correlated. The

student’s favorable attitude towards math is congruence to the

average anxiety of the students. It is also functionally dependent on

the attitude of the respondents towards the subject. Students with

favorable attitude may perform better in the achievement test as

compared to the students with unfavorable attitude. Students having

high achievement in math have less anxiety levels than that of low

achieving students.

The educational attainment of the parent’s respondent was

found to do something with the level of math anxiety of the

respondents. Parents’ attitude can affect the students’ level of

anxiety that would result also to poor academic achievement

especially those parents who are also math anxious. Math anxious

parents may be less effective in explaining math concepts to their

children and may not respond well resulting to poor math

performance.The teaching approach used by the teacher has

nothing to do with the level of math anxiety of the respondents. The

teacher’s way of teaching is most of the time democratic which

means involving students on a regular basis and indevelopmentally

appropriate ways, shared decision making that increase the

student’s responsibility for helping to make the classroom a good

place to learn.
 Jameel (2016) revealed that participants comprising mothers

and fathers felt that the students were not given keen and thorough

attention to overcome their difficulty in mathematics and were not

assigned homework on regular basis that surely enhances

fundamental mathematical knowledge. The findings of the study also

revealed that most of the participants did not get enough support

from their parents or guardians when they were doing homework of

mathematics.

Home background and community values can make effective

learning that leads towards high achievements. He concluded that

the students strongly agree that mathematics is naturally a difficult

subject and through strictness it can never be taught. Evidence of

the study exposes the view point of teachers who find lack of

exercise and drill a major cause affecting the acquisition of concrete

and abstract mathematical concepts while the parents consider the

low level of student’s attention as a major cause hindering high

achievement in mathematics.

Syed – Wahid et al (2018) ascertained the effects of

mathematics anxiety on students’ performance and to identify the

gender differences between male and female students in

Mathematics performance. The research hypotheses revealed that

there is a significant negative relationship between mathematics

anxiety and students’ performance. However, when comparing the

anxiety towards performance of students, the results demonstrated

that females were more anxious than males which mean that

females’ performance was also affected more negatively. This study

concludes that, to improve the students’ performance in

mathematics subjects, efforts should be undertaken by reducing the

level of mathematics anxiety in which students should be highly

motivated and have better self-confidence.

Meanwhile, Nunez-Pena et al (2013) examined whether math

anxiety and negative attitudes towards mathematics have an effect

on university students’ academic achievement in a methodological

course forming part of their degree. A total of 193 students were

presented with a math anxiety test and some questions about their

enjoyment, self-confidence and motivation regarding mathematics,

and their responses were assessed in relation to the grades they

had obtained during continuous assessment on a course entitled

“Research Design”. Results showed that low performance on the

course was related to math anxiety and negative attitudes towards

mathematics. It was suggested that these factors may affect

students’ performance and should therefore be taken into account in

attempts to improve students’ learning processes in methodological

courses of this kind.

Cicekci and Sadik (2019) investigated teachers’ and students’

opinions about students’ attention problems during the lesson is a

descriptive study in the survey model. 432 teachers and 1023

students from secondary schools in the central districts of Adana

voluntarily participated in the study. The research data were

collected with a Written Interview Form developed by the

researchers and a descriptive content analysis was used for data

analysis.

As a result of the research, it was observed that the teachers

perceived the attention problems that the students experienced

during the course mostly as a problem arising from the students

themselves while the students associate this problem not only with

themselves, but also with other students, teachers and the

environment. According to the results, teachers as well as students

easily noticed the psychological characteristics, the behaviors they

exhibited and their low academic performance, but the teachers

evaluate this situation more as disciplinary problems.

The solution suggestions of the teachers who kept the

attention problems of the students out of their own sphere and their

teaching practices were that passing exams should be harder and

discipline regulations should change to facilitate punishment. The

students stated that teachers should show more interest towards the

students, approach the students positively and use a variety of

teaching methods in accordance with the students’ level.

Similarly, Karimi and Venkatesan (2012) examined the

relationship between Mathematics anxiety, Mathematics

performances and overall academic performance in high school

students. The effects of gender on Mathematics anxiety,

Mathematics performance and overall academic performance were

examined and after data collection Pearson Correlation Analysis and

two Independent Sample T test were used to analyze the data.

Consequences reveal that Mathematics Anxiety significantly has

negative correlation with Mathematics performances and overall

academic performance. Moreover, it was found that there is

significant gender difference in Mathematics anxiety, whereas there

is no significant difference between boys and girls in Mathematics

performances and academic performance.

Also, Abbasi et al (2013) attempted to study the relationship

between the mathematical anxiety among high school students and

their self-esteem and teachers' personality characteristics. It was

concluded that there is negative significant relationship between the

students, mathematical anxiety, and their self-esteem. There is also

a significant relationship between the students, mathematical

anxiety, and their teacher's personality characteristics. There is not

significant relationship between the high school student’s

mathematics anxiety and their educational levels. There is a

significant difference between the mathematicalanxiety of moreover

students majoring in humanities and natural science students and

the students of physics and mathematics students. There is a

significant difference between the mathematics anxiety of male and

female students.
 Leppavirta (2013) mentioned that although the negative effects

of academic anxiety on students' learning performance have long

been recognised, the consequences of mathematics anxiety on the

performance of engineering students have not yet been widely

studied.The study showed a significant relation 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.

More importantly, Ruff and Boes (2014) mentioned that low

math achievement is a recurring weakness in many students.

Mathanxiety is a persistent and significant theme to math avoidance

and low achievement. Causes for math anxiety include social,

cognitive, and academic factors. Interventions to reduce math

anxiety are limited as they exclude the expert skills of professional

school counselors to help overcome this nervousness. The

effectiveness of a school counseling small group intervention to

reduce math anxiety and increase achievement in fifth grade

participants is presented.

Brezavšˇcek et al (2020) investigated the main factors

influencing the mathematics achievement ofsocial sciences

university students in Slovenia. A conceptual model was derived

where three categoriesof variables were taken into account: attitude

towards mathematics and math anxiety, engagement in learning

activities, and attitude towards involving technology in learning

mathematics. The results showed a very high coefficient of

determination for mathematics achievement (0.801), indicating that

variables “Perceived Level of Math Anxiety”, “Self-Engagement in

Mathematics Course at University”, and “Perceived Usefulness of

Technology in Learning Mathematics”, together,explain 80.1% of the

total variance.

It was concluded that teaching in secondary school is a crucial

determinant for success in mathematics at university. It is essential

to identify the best methods for secondary school math teachers

which will help them give future students better entry-level

knowledge for universities. These methods will, hopefully, also

improve the level of mathematics self-confidence, as well as lower

the level of math anxiety, which all considerably affect the

performance of students in university mathematics.

Further, Garba et al (2019) identified the factors for

mathematics anxiety, and even less on peers’ contribution towards

mathematics anxiety. The photo voice approach was applied to

capture peers’ speech and behaviour, which can intensify or

minimize mathematics anxiety. The findings revealed that peers’

behaviour, such as poor students causing trouble and intelligent

students dominating the lesson, and speech, such as using

frightening and discouraging statements in the mathematics

classroom, has a direct effect on intensifying mathematics anxiety.

However, the findings also showed that peer behaviour, such as

achievement of peers and group discussions, and speech, such as

positive advice, also minimize mathematics anxiety among students.

It can be concluded that peers in their day-to-day interaction can

have an effect on students’ mathematics anxiety.

 Manalaysay (2019) said that several factors were identified to

influence student’s achievement in mathematics and one of the

identified factors in the student’s attitude towards it. They examined

the influence of gender, mathematics anxiety which must have

attitudinal component, and the interaction of these two variables on

the mathematical achievement of the student. Independent sample t-

test result showed that no statistically significant difference in the

mathematics achievement between the male and female

respondents can be concluded. Regression analysis reveals that

mathematics anxiety is a predictor of achievement in mathematics

and analysis of covariance result implies that the influence of gender

and mathematics anxiety when taken together on the mathematical

achievement of the students is not significant.

Equally, Tuncer and Yilmaz (2020) identified the attitude

towards mathematics lessons and relation between anxiety and

academic success had been explored. Though as a result of the

comparative analysis of the study gender, teacher, class and the

most popular and favorite lesson were determined to cause

significant differences of opinion with regard to attitude towards

 mathematics lesson in some cases, based on structural equation

modeling substantive and significant impact had been observed only

for the most popular and favorite lesson. Besides, anxiety towards

mathematics lesson was determined to have a mediation impact the

relation between attitude towards mathematics lesson and anxiety.

Based on evaluation of the findings obtained as a result of the

study and these findings’ relation with the studies available in the

relevant literature, certain significant conclusions are obtained. First of

all, the most popular and favorite lesson as one of the independent

variables of the study may be seen as an indicator of the attitude

towards mathematics lesson. The most popular and favorite lesson

variable differentiated academic success in a significant manner. In

the meantime, a significant relation was determined between attitude

as a scaling factor and success in mathematics lesson.

Again, in line with positive attitude, anxiety had been

determined to be effective is projection and prediction of success

with its intermediary impact. We absolutely recommend educators to

take attitude into consideration in terms of success in mathematics

lesson as a consequence of our study. In addition to this, we may

assert a claim that they will achieve success in mathematics lesson

provided that they include activities to enrich learning process in a

positive manner and they take anxiety into consideration throughout

the process.

III. Scope and Limitation

This action research was conducted in Balibago – Biga

National High School for the school year 2020 – 2021. It focuses in

proposing activities that will improve the academic performance of

the 88 Grade 8 students in Mathematics by looking into their

academic performance in relation to their assessment of their

perceived anxiety in taking Mathematics subject.

Given the quantitative nature of the study, it was limited to the

utilization of self-made questionnaire, as the main data gathering

tool. No interview was conducted. The respondents were also limited

to 88 students who are currently enrolled in the school. Data

analysis was limited to the used of percentage, ranking, weighted

mean and Pearson-R in determining the assessment of the anxiety

of the students and its relationship to their academic performance in

Mathematics. It did not include the assessment of the anxiety of the

students to other subjects like English, Social Studies, Science and

others. Only Grade 8 students are expected to participate in the

study, other grade levels will not be included.

IV. Significance of the Study

The conduct of this study will not just benefit the present

researcher and the students but the curriculum planners, SDO Top

Management, Mathematics supervisors, school heads, teachers,

guidance counselors, parents and future researchers as well.

To Curriculum Planners, they may serve as an instrument to

review the policies and programs relative to mathematics instruction.

In addition, the findings may be used as an input in reviewing and

enhancing the curriculum.

To SDO Top Management, they may develop policies and

programs relative to equipping teachers with the competencies and

skills in adopting strategies to help lighten the anxiety felt by the

students in dealing with the subject. They may use the findings as
reference in understanding how anxiety influence the learning of the

subject.

To Mathematics Supervisors, they may consider the results

of this study as one of the things that they observe in visiting

schools, by taking a look at the instructional strategies employed by

Mathematics teachers in dealing with students who have anxiety in

learning the subject.

To school heads, this may serve as a useful basis in

developing programs and policies relative to the anxiety

management of the students. This will in turn help students to

change their perception towards Mathematics subject and will

likewise help enhance their academic achievement.

To Mathematics teachers, who are implementing the

different strategies and methods to deliver the curriculum effectively,

this study will help them understand the different problems that the

students are experiencing towards Mathematics and the appropriate

interventions that they may employ in order to reduce the anxiety felt

by the students and help them in effective learn the subject.

 To guidance counsellors, they may use the findings of the

study to develop effective interventions and anxiety management

programs that will help students overcome their problems with

respect to their emotional and mental distress about the subject.

They are also serving as the partners of the teachers in helping

students overcome the difficulties that they are facing in studying the

subject.

To parents, this study will help them recognize that there are

different factors that may affect the learning of their children

regarding the subject, and with that, they may offer an assistance in

order to implement strategies at home to contribute in easing the

anxieties felt by their children. After all, parents offer the most

valuable support to their children in times where they are

experiencing difficulties.

To students, who will benefit from this study the most, they

will come into realization that there are solutions and interventions

being provided by the teachers to ease their anxiety, knowing the

difficulty perceived by some students in dealing with the subject. In

turn, learning Mathematics with less anxiety will guarantee higher

chance of enhancing their academic performance with the subject.

To present researcher, this study will further contribute in her

development as teacher and researcher. It will help her obtain ideas

in order to teach Mathematics effectively by knowing the different

factors that may result to student’s anxiety in learning the subject

and to what intervention may she offer in order to relieve the distress

experienced by them.

Lastly, to the future researchers, who are planning to

conduct a similar study, they may use this as reference to widen

their understanding about Mathematics anxiety and further use this

in enriching the literatures of their study.

V. Research Questions

This study aims to propose activities that may help improve

the performance of the students after examining the relationship

between their level of anxiety in learning Mathematics to their

academic performance. This sought answers to the following

questions:
 1. What is the level of academic performance of Grade 8

Learners of Balibago-Biga National High School for the first quarter

of school year 2020 - 2021?

2. To what extent are the respondents affected by Mathematics

Anxiety?

3. Is there a significant relationship between Mathematics

anxiety and academic performance of the respondents?

4. Based from the results of the study, what activities may be

proposed to improve the academic performance of the respondents?

VI. Methodology

This part presents the research design, subjects of the study,

data gathering instrument, data gathering procedure and data

analysis plan.

Research Design

This action research aims to develop activities that may help

enhance the performance of the students in learning Mathematics by

looking at the relationship of their level of anxiety towards to subject

and their academic performance.

 In order to achieve this purpose, a correlational research

design will be utilized. As cited by Torneo and Clamor-Torneo, this

design studies the relationship between two or more characteristics

of one or more groups which can verify or disprove a systematic

relation between two characteristics or variables.

Subjects of the Study

The study was participated by eighty-eight (88) Grade 8

students currently enrolled in Balibago-Biga National High School for

the school year 2020 – 2021. A convenience sampling was used to

identify the target respondents who will be participating in the study

since this set of respondents is the most accessible to the

researcher.

Torneo and Clamor-Torneo (2017) defined convenience

sampling as a method used where selection of respondents is based

on those who are readily accessible and available to the researcher.

Through this sampling method, researcher was able to save time

and relative cost of looking for potential respondents.

 Data Gathering Instrument

The researcher prepared the survey questionnaire intended

for the study. This served as the main data gathering tool.

Construction of survey questionnaire. The items in the

questionnaire were constructed based on the objectives of the study.

The researcher was the one who developed the questionnaire after

thorough reading and analysis of related concepts and studies. The

first part of the questionnaire will be the academic performance of

the students in Mathematics for the first quarter of school year 2020

– 2021 while the second part focuses on the assessment of the

respondents in their level of anxiety in dealing with Mathematics

subject.

Validation of the survey questionnaire. After the

questionnaire has been constructed, it will be presented to chosen

validators including the researcher’s evaluator and other experts and

practioners of Mathematics,who will be carefully selected and

considered by the researcher based on their qualifications and

capability to validate the instrument. This will be done in order to

establish content validity of the instrument, the draft was validated

for enrichment, and revisions of the indicated items. Their

recommendations will be considered in the development of the final

draft of the instrument. Suggestions will be incorporated in making

the final copy for reproduction intended for the teachers.

Administration of the survey questionnaire. The researcher

prepared a letter of request for the school principal to allow the

researcher to use the school as the environment for the conduct of

the study. After the approval of the principal, the researcher will

reach the students and will request to answer the questionnaire with

such sincerity, through the use of Google Forms. Alternatively,

students who cannot access the questionnaire online, will be given

the printed copy of the questionnaire. The researcher planned the

data gathering at the scheduled date of the distribution of the

learning materials.

Retrieval of the survey questionnaire. For those students

who answered the printed copy of the questionnaire, they were given

two weeks to answer the questionnaire, concurrent with the

schedule retrieval of the answer sheets. Meanwhile, those who can

access the Google Forms will automatically record their responses.

The answers were immediately recorded, tallied, and interpreted

after being retrieved.

Scoring of responses. The result will be interpreted in terms of

the four-point scale relative to their level of anxiety in dealing with

Mathematics subject which were given with their corresponding

verbal interpretation.

A.1. Score Range Verbal Descriptor

90 – 100 Outstanding (90 – 100)

85 - 89 Very Satisfactory (85 – 89)

80 - 84 Satisfactory (80 – 84)

75 – 79 Fairly Satisfactory (75 – 79)

A.2. Scale Range Verbal Interpretation

4 3.50 – 4.00 Always
 3 2.50 – 3.49 Sometimes

2 1.50 – 2.49 Often

1 1.00 – 1.49 Never

Data Gathering Procedure

The researcher prepared a letter of request noted by her

evauator requesting permission from the principal of the school to

make their students as one of the respondents of the study. Stated

in the letter was the researchers’ request to allow the researcher to

gather the needed data using the prepared researcher-made

questionnaire. The letter also further requested to distribute the said

instrument to the chosen respondents.

After the approval, the researcher distributed the survey

questionnaire. The purpose of the study was clearly explained to

them. Their responses were retrieved immediately after

accomplishing the instrument.

Data Analysis
 As part of the process in obtaining realistic results of the study,

the researcher made utilization of this data analysis plan. The

following data analysis plan were used to answer the research

questions of the study.

Frequency and Percentage. These will be utilized to present

the distribution of respondents in terms of their academic

performance in Mathematics.

Weighted Mean. This was used to determine the overall

assessment of the respondents of their level of anxiety in dealing

with Mathematics.

Pearson-R using SPSS. Using a statistical analysis software,

the relationship of the level of anxiety of the students in Mathematics

to their academic performance.

VII. Results and Discussions

This part presents the organized data from the administered

test and researcher-made questionnaire which includes the

interpretation and analysis of the data gathered from the

respondents.

1. Performance of Grade 8 students in Mathematics for

the First Quarter of the School Year 2020 - 2021. Mathematics

performance as defined by PISA (2021) is the measure of the

mathematical literacy of the students to formulate, employ and

interpret mathematics in a variety of contexts to describe, predict

and explain phenomena, recognizing the role that mathematics plays

in the world. Individual quarterly grades in Grade 8 Mathematics

were obtained from the students in this study.

 Table 1
Performance of the Students in Grade 8 Mathematics
for the First Quarter of School Year 2020 - 2021

Academic Performance Frequency Percentage

Outstanding (90 – 100) 15 17.04%
Very Satisfactory (85 – 89) 30 34.09%
Satisfactory (80 – 84) 27 30.68%
Fairly Satisfactory (75 – 79) 16 18.18%
TOTAL 88 100 %
Table 1 above disclosed that out of 88 students, 15 or 17.04%

of them reasonably manifest an outstanding performance in

Mathematics. Meanwhile, majority of them or 34.09% of the students

were identified to have a very satisfactory academic rating. Likewise,

27 students or 30.68% of them were satisfactorily rated and 16 or

18.18% of them obtain a fairly satisfactory mark. This just presents

that majority of the respondents got a very satisfactory and

satisfactory grades in Mathematics.Peteros et al (2020) posited that

respondents’ performance in the Mathematics needs to be improved

and the problems about learning the subject need to be addressed

to improve students’ performance.

2. Anxiety of Grade 8 Students in Learning Mathematics.

According to Center for Neuroscience in Education (2021),

Mathematics Anxiety is a negative emotional reaction to

mathematics that can be debilitating. It has been defined as a feeling

of tension and anxiety that interferes with the manipulation of

numbers and the solving of mathematical problems in ordinary life

and academic situations. Table 2 below shows the assessment of

the learners in their anxiety in learning Grade 8 Mathematics.

Garnering the highest mean value of 3.06, respondents said that

they seldom believe that Mathematics is a difficult subject.

This could be as most of the students perceive the subject as

a difficult one compared to other subjects. This finding was in

support of Ifamuyiwa (2014) who indicated that students had a

negative perception towards Mathematics.They were of the view that

most students perceived Mathematics to be difficult and concluded

that the students understood that it was their responsibility to learn

Mathematics and acknowledged Mathematicsto be a subject which

increases in difficulty as they progressed through the grades.

Likewise, students said that they seldom feel like they are obtaining

a low grade even if they studied or reviewed their math lessons. This

got a weighted mean of 3.01, ranked second.

 When a student is answering a particular mathematical

problem, they at some point feel uncomfortable with their

answers.Most of them are having uncertainties with their answers,

even though they were able to find the solution for the mathematical

problem. This confirms the findings of Achor and Ajai (2014) that

students' understanding about the usefulness of mathematics,

perception of teacher's attitudes positively predicted their personal

confidence about mathematics.

In addition, the mean rating of 3.00 implies that students are

afraid to raise questions during mathematics class. As observed,

students fear the subject because of some of them might have went

through the teaching of a terror teacher. Hence, they may have

generalized that all teachers are terror in teaching the subject. It is

therefore important that Mathematics teachers display an attitude

where they were able to motivate the learners and make the subject

interesting and interactive. They should also deviate from the

imposition of unacceptable and intimidating forms of punishment for

the misconceptions and misunderstandings of the learners.

 Dogan (2015) noted that student’s belief, attitude,and fear

toward math shows up as low confidence in their ability to do

mathematics,passivity and less or no effort towards mathematics

activities.

Meanwhile, students assessed that they seldom keep silent

during class discussion because they do not want to be called to

answer math questions. This got the mean value of 2.83, ranked

eighth.This is so since students are afraid to be punished for

answering the questions of the teacher wrongly. Although Freeman

et al (2014) explained that active and engaged learning leads to

better long-term learning outcomes.

Students admitted that they seldom lack confidence to work

with numbers and take care arithmetic problems. This obtained a

weighted mean of 2.70, ranked thirteenth. This implies that students,

most of the time are not sure whether their answers are correct or

not and on some unexpected instance the teachers deal with the

students unacceptably. It is important for teachers to address the

lack of confidence among students in a way that they will feel

motivated to learn the subject and that committing mistakes is part of

learning and does not really mean the end of the world.

Table 2
Respondents Assessment of their Anxiety in Learning
Mathematics
Indicators WM VI R
1. I feel nervous and stress when facing numbers
2.82 S 9.5
and mathematical problem solving.
2. I’m hesitant in answering and dealing with
2.76 S 12
mathematics problems.
3. I lack confidence to work with numbers and take
2.70 S 13
care arithmetic problems.
4. I cannot concentrate well in analyzing and
2.66 S 14
interpreting mathematical problems.
5. I’m forced to study mathematics in order to pass
or obtain satisfactory remarks in the 2.92 S 6
examinations.
6. I’m doubting with the results that I got whenever I
2.80 S 11
answer mathematics problem.
7. I am aware that I am not good in Mathematics. 2.91 S 7
8. I believe Mathematics is a difficult subject. 3.06 S 1
9. I am afraid to raise questions during mathematics
3.00 S 3
class.
10. I feel worried when I lack skills to learn with topic
2.99 S 4
that involve complex formula
11. I feel conscious when I see my friends look
anxious in learning and dealing with mathematics 2.97 S 5
problems.
12. My hands are shaking and trembling, or my
palms are sweating when answering math 2.82 S 9.5
questions.
13. I feel like obtaining a low grade even if I studied
3.01 S 2
or reviewed my math lessons.
14. I keep silent during class discussion because I
2.83 S 8
don’t want to be called to answer math questions.
15. I play with pen and other objects when I could not
2.49 S 15
understand the lesson being discussed.
Composite Mean 2.85 S
 Furner (2017) noted that it is important that all students feel

confident in their ability to do mathematics in an age that relies so

heavily on problem solving, technology, science, and mathematics. It

really is a school's obligation to see that their students’ value and

feel confident in their ability to do math, because ultimately a child's

life: all decisions they will make and careers choices may be

determined based on their disposition toward mathematics.

Yielding the mean of 2.66, students said that they cannot

concentrate well in analyzing and interpreting mathematical

problems. One of the problems encountered by students in learning

the subject is poor concentration and this may be attributed to

different internal and external forces such as the attitude of the

students and the environmental condition where the students are

studying. This means that focus relative to the subject is important in

learning the subject, in this way, they will be able to understand the

concepts and procedures well. This is consistent to the findings of

Jameel (2016) that the students were not given keen and thorough

attention to overcome their difficulty in mathematics and were not

assigned homework on regular basis that surely enhances

fundamental mathematical knowledge.

The lowest mean rating of 2.49 indicates that students play with

pen and other objects when they could not understand the lesson

being discussed. This implies that whenever the students find the

lessons unlearnable, they choose to divert their attention on other

things such as playing with pens and other objects as a natural

response to the feeling of not being able to go with the discussion.

This is supported by Cicekci and Sadik (2019) that the attention

problems that the studentsexperienced during the course mostly as

a problem arising from the students themselves while the

studentsassociate this problem not only with themselves, but also

with other students, teachers, and the environment.

The grand mean of 2.85 indicates that relative to the anxiety of

the students in learning the subject, students seldom feel and

experience the different indicators of anxiety in dealing with the

subject. This was like the study conducted by Jolejole et al (2019)

that students experience a moderate level of anxiety towards

 mathematics which was on the same level between male and female

learners.

3. Relationship Between the Students Academic

Performance and their Anxiety in Learning Mathematics. The

relationship between the academic performance of the students and

their anxiety in learning Mathematics was examined in this study

using Pearson’s R correlation through SPSS (Statistical Package for

Social Sciences).

Table 3
Relationship Between the Academic Performance
and Anxiety in Mathematics
r- Interpretation p-value Interpretation Decision
value
Academic
Performance Low
Reject
0.383 Positive 0.000226 Significant
Mathematic Ho
Correlation
s Anxiety

a= 0.05, df=87

The Pearson’s R value of 0.383 and the p-value of 0.000226

shows that the two variables have a low positive relationship. This

means that as academic performance decreases, the mathematics

anxiety also decreases. Dagaylo and Tancinco (2016) found in their

study that the anxiety of the students in learning Mathematics is

correlated to their academic performance. Likewise, Nunez-Pena et

al (2013)showed that low performance on the course was related to

math anxiety and negative attitudes towards mathematics.

4. Proposed Activities to Improve the Academic

Performance of Grade 8 Students in Mathematics. The study

presented that students anxiety in learning mathematics is related to

their academic performance. Thus, a strategic activity may be

developed in order to help students ease their anxiety and improve

their performance in the subject. Blazer (2011) believed that

strategies to prevent or reduce math anxiety will improve the math

achievement of many students. She noted strategies to reduce math

anxiety like practicing math every day, use good study techniques,

study according to one’s learning style, do not rely solely in memory,

focus on past successes, ask for help, and practice relaxation

techniques.

Meanwhile, Mathseeds (2021) explained the importance of

feedback in teaching Mathematics and in improving students results.

Other strategies include, making learning hands-on, using visuals and

images, finding opportunities for differentiated learning, asking

students to explain their ideas, incorporating storytelling to make

connections to real-world scenarios, and showing and telling new

concepts.

STRATEGIC ACTIVITIES FOR IMPROVED

MATHEMATICS PERFORMANCE

Strategic Plan Number 1

Title: MATH-Tagumpay Project

Introduction

A year-round project that will engage stakeholders (teachers,

parents, alumni, students and community) in motivating students in

learning mathematics. This includes activities like peer tutoring among

students, tele coaching from alumni and community members,

learning math through recorded videos of selected parents and

community members. It will also present success stories of students

who once struggled in dealing with Mathematics.

General Objectives

 Present some stories of individuals who once struggled in

learning Math.

 Reflect on the importance of learning mathematics

  Manifest understanding of math concepts based on community

resources.

Activities:

1. Identify students who performed unsatisfactorily on the

Mathematics lessons.

2. Determine efforts and activities that can be provided to bridge

the gap between missed competencies.

3. Engage educational stakeholders in conducting peer tutoring

and other valuable academic assistance to help those

children improve their mathematics performance.

Quarter Quarter Quarter Quarter

Tasks 1 2 3 4
Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun Jul
21 21 21 21 21 22 22 22 22 22 22 22
Identify students who
performed unsatisfactorily
on the Mathematics
lessons.
Determine efforts and
activities that can be
provided to bridge the gap
between missed
competencies.
Engage educational
stakeholders in conducting
peer tutoring and other
valuable academic
assistance to help those
children improve their
mathematics performance.
Evaluation
Persons involved: Alumni, Community Volunteers, Students,

Teachers and School Heads

Resources: Internet and Online Conference Platforms (Zoom,

Google Meet)

Monitoring tool: Examination results, Written Narratives and

Documentation

Time Frame: August 2021-June 2022

This student is guided by his mother in answering the activity

sheet.
This student is being assisted by his older brother
in answering the activity sheet.

The learners in the picture are from different section. The

learner at the left side of the photo is assisting the learner in
the right side in answering the activity sheet.
 Strategic Plan Number 2

Title: After Math!

Introduction

This is an activity that will give students a realization that there is

a valuable learning that is being delivered other than what is intended

to be discussed by the teachers. Every week, students will be

completing a reflection note and will compile the activities in a

portfolio. They will be also asked of who they wanted to be in the

future. After the quarter, they will watch a recorded interview from

professionals answering the question “How important is math in my

profession?”.

General Objectives

 Realize the importance of Mathematics in daily life.

 Relate Mathematics literacy in real-life scenario and career

prospects.

 Promote Math literacy among students by showing its relevance

in advancing career.
Activities:

1. Students will be requested to share what they wanted to be in

the future.

2. Schools will look for alumni and professionals who can take part

in the interview.

3. The recorded interview will be viewed by the students for them

to realize the importance of mathematics, not just in daily life but

also in future career and professions.

Quarter Quarter Quarter Quarter

Tasks 1 2 3 4
Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun Jul
21 21 21 21 21 22 22 22 22 22 22 22
Students will be
requested to share what
they wanted to be in the
future.
Schools will look for
alumni and professionals
who can take part in the
interview.
The recorded interview
will be viewed by the
students for them to
realize the importance of
mathematics, not just in
daily life but also in future
career and professions.
Evaluation
Persons involved: Alumni, Community Partners, Parents,

Students, Teachers and School Heads

Resources: Internet and Online Conference Platforms (Zoom,

Google Meet)

Monitoring tool: Written Narratives and Documentation

Time Frame: August 2021-June 2022

 Strategic Plan Number 3

Title: Math o’clock!

Introduction

A project that will present series of recorded videos of useful

mathematics episodes from the internet like Math-tinik for 30 minutes

in their daily class program.

General Objectives

 Acquire understanding of mathematics concepts by watching

short clips about related topics.

 Promote use of technologies in independent learning among

students.

Activities:

1. A daily 30-minute mathematics video lecture will be integrated in

the daily learning tasks of the students.

2. Parents, will guide and monitor their children in viewing the said

videos.

3. Students will also be redirected to other useful links relative to

mathematics.
 Quarter Quarter Quarter Quarter
Tasks 1 2 3 4
Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun Jul
21 21 21 21 21 22 22 22 22 22 22 22
A daily 30-minute
mathematics video
lecture will be integrated
in the daily learning tasks
of the students.
Parents, will guide and
monitor their children in
viewing the said videos.
Students will also be
redirected to other useful
links relative to
mathematics.
Evaluation

Persons involved: Parents, Students, Teachers and School

Heads

Resources: Internet and Online Conference Platforms (Zoom,

Google Meet)

Monitoring tool: Portfolio,Written Narratives and

Documentation

Time Frame: August 2021-June 2022

This is one of the youtube channel which offers video
tutorials about the topics the learners are about to
answer. This will help a lot the learners to ease their
difficulties in answering Mathematics questions.

The link of the about youtube channel is

https://www.youtube.com/channel/UCJhnuTiKL2K
mhrOTh3KsU0g/featured.
 Strategic Plan Number 4

Title: Math Peer ≠ Fear Math

Introduction

A peer teaching program where advanced students will be tasked

to serve as math-buddies of students who fear mathematics concepts

and skills. They will be asked to teach their assigned classmates

during their vacant time and try to solve the prepared mathematics

problems.

General Objectives

 Assess peer teaching in learning mathematics

 Promote collaborative learning among students.

Activities:

1. Those students who are performing well and poorly in

Mathematics classes will be identified and classified.

2. Students who are performing well in the subject will be assigned

to support and guide the identified poorly performing students in

doing mathematics lessons.

 3. Teachers on the other hand will monitor and provide assistance

to peer tutors to effectively deliver the program

Quarter Quarter Quarter Quarter

Tasks 1 2 3 4
Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun Jul
21 21 21 21 21 22 22 22 22 22 22 22
Those students who are
performing well and
poorly in Mathematics
classes will be identified
and classified.
Students who are
performing well in the
subject will be assigned
to support and guide the
identified poorly
performing students in
doing mathematics
lessons..
Teachers on the other
hand will monitor and
provide assistance to
peer tutors to effectively
deliver the program
Evaluation

Persons involved: Students and Teachers

Resources: Internet and Online Conference Platforms (Zoom,

Google Meet)

Monitoring tool: Quiz and Activities Scores,Written Narratives

and Documentation

Time Frame: August 2021-June 2022

These learners are from the same section and answering
the activity sheets together to have better results.
 Strategic Plan Number 5

Title: Math Gallery

Introduction

A project that will display the distinct outputs of the students in

Mathematics in the bulletin boards on the hallways, classroom and

other places in the school.

General Objectives

 Promote sense of accomplishment and price in the learning

activities done by the students.

 Present outstanding outputs and products of the students.

Activities:

1. Teachers will be identified those activities that stood out among

the activities accomplished by the students.

2. The teacher will be posting those activities on the bulletin board,

or digitally on the facebook page of the school.

 Quarter Quarter Quarter Quarter
Tasks 1 2 3 4
Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun Jul
21 21 21 21 21 22 22 22 22 22 22 22
Teachers will identify
those activities that
stood out among the
activities accomplished
by the students.
The teacher will be
posting those activities
on the bulletin board, or
digitally on the facebook
page of the school.
Evaluation

Persons involved: School Heads, Parents, Students and

Teachers
Resources:Internet and Online Conference Platforms (Zoom, Google
Meet)
Monitoring tool: Activities, Portfolio, Written Narratives and
Documentation
Time Frame: August 2021-June 2021

This is the sample math gallery that each adviser will create
to place the best works of each section.
VIII. Conclusions and Recommendations

This part shows the conclusions generated and suggestions

offered by the researcher in the use of resource-based approach in

teaching.

Conclusions

Based on the data gathered from the students, the following

conclusions were drawn.

1. Most students demonstrated an outstanding performance

in learning papercraft production using resource-based learning.

2. Students are seldom experiencing anxiety in learning

Mathematics as most of them admitted that they believe the subject

is difficult and they will receive a low grade regardless if they studied

or reviewed the topics.

3. Academic performance of the students in learning

Mathematics shown low positive relationship to their anxiety with the

subject which indicates that when academic performance decreases,

anxiety also decreases.

 4. Strategic activities in helping students effectively deal

with their anxiety in learning Mathematics is helpful in order to

improve their academic performance on the subject.

Recommendations

Based on the findings, the following recommendations are

hereby suggested:

1. The proposed strategic activities may be conducted and

applied in the teaching of Mathematics to ease the anxiety of the

students and help improve their academic performance.

2. Mathematics teachers may be encouraged to develop

strategic activities to ease the anxiety of the students in the subject.

3. A similar study may be conducted to determine the

anxiety level of the students on the different subjects.

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APPENDICES
May 3, 2021

MRS. LUCIA C. GARCIA

Head Teacher II, BBNHS

Dear Ma’am,

Greating of Peace and Mabuhay!

I am currently working on my action research entitled “MATHEMATICS ANXIETY

AND ACADEMIC PERFORMANCE OF GRADE 8 LEARNERS OF BALIBAGO-BIGA
NATIONAL HIGH SCHOOL”, for the fulfillment of the requirements for the degree, Master in
Education, major in Mathematics Teaching.

In connection with this, the undersigned is respectfully requesting your good office to
allow the researcher to conduct a survey with the grade 8 learners in this school. The said
survey will be included in the learning activity sheets to be distributed on May 4, 2021. Rest
assured that the responses will be strictly for the research purpose only and will be kept with
utmost confidentiality.

I am looking forward for your most favorable response and approval regarding this
request.

Thank you very much and more power.

Respectfully yours,

RHEALYN A. RAMIREZ
Researcher

Noted:

JULITA E. ILAGAN, EdD

Evaluator

Approved:

LUCIA C. GARCIA
Head Teacher II, BBNHS
May 4, 2021

Dear Parents,

Greating of Peace and Mabuhay!

I am currently working on my action research entitled “MATHEMATICS

ANXIETY AND ACADEMIC PERFORMANCE OF GRADE 8 LEARNERS OF
BALIBAGO-BIGA NATIONAL HIGH SCHOOL”, for the fulfillment of the
requirements for the degree, Master in Education, major in Mathematics
Teaching.

In connection with this, the undersigned is respectfully requesting your

good office to allow the researcher to conduct a survey to your child. Rest
assured that the responses will be strictly for the research purpose only and
will be kept with utmost confidentiality.

I am looking forward for your most favorable response and approval

regarding this request.

Thank you very much and more power.

Respectfully yours,

RHEALYN A. RAMIREZ
Researcher

Noted:

JULITA E. ILAGAN, EdD

Evaluator

Approved:

________________________________________
Signature over Printed name of Parent/ Guardian

Survey Questionnaire

Dear Respondents,

The undersigned is a graduate school student of Golden Gate

Colleges and is currently working on her Action Research entitled,
“MATHEMATICS ANXIETY AND ACADEMIC PERFORMANCE OF
GRADE 8 LEARNERS OF BALIBAGO – BIGA NATIONAL HIGH
SCHOOL”.

Kindly accomplish this questionnaire as accurately & honestly as

possible. Your responses wll be used for research purposes only.
Rest assured that your anonymity and responses will be treated
with strictest confidentiality. I am looking forward to your positive
response.

Thank you very much for your cooperation and support.

Truly yours,

REALYN A. RAMIREZ
Researcher

Profile of Respondents

Name:___________________________________

Part 1: Academic Performance in Mathematics

Directions: Kindly state your academic performance in Mathematics

in second grading period by checking the box that corresponds to
your previous grade on the subject.

__90 -100
__85-89
__80-84
__75-79
__Below 75

Part 2: Level of Mathematics Anxiety

Directions: Please indicate your level of anxiety in the following by

putting a check mark (/) on the column opposite each item. The
following scale will be considered:

4- Always 3- Sometimes 2- Often 1- Never

Anxiety Towards Mathematics 4 3 2 1

(A) (0) (S) (N)
1.I feel nervous and stress when
facing numbers and mathematical
problems solving
2.I’m hesitant in answering and
dealing with mathematical
problems
3.I lack confidence to work with
numbers and take care arithmetic
problems
4.I cannot concentrate well in
analyzing and interpreting
mathematical problems
5.I’m forced to study mathematics
in order to pass or obtain
satisfactory remarks in the
examinations.
6.I’m doubting with the results that
I got whenever I answer
mathematics problem.
7.I am aware that I am not good in
Mathematics.
8.I believe Mthematics is a difficult
subject.
9.I am afraid to raise questions
during mathematics.
10.I feel worry when I ask skills to
learn with topic that involve
complex formula
11.I Feel conscious when I see my
friends lock anxious in learning
and dealing with mathematical
problems.
12.My hands are shaking and
trembling or my palms are
sweating when answering math
questions
13.I feel like obtaining a low grade
even if I studies or reviewed my
math lessons
14.I keep silent during class
discussion because I don’t want to
be called to answer math
questions
15.I play with pen and other when I
could not understand the lesson
being discussed

Thank You!
SPSS Results
 CURRICULUM VITAE

A. Personal Data
Name : RHEALYN ASI RAMIREZ
Address : Balibago, Lobo, Batangas
Date of Birth : October 14, 1995
Place of Birth : Nagtoctoc, Lobo, Batangas
Civil Status : Married
Religion : Roman Catholic
Parents : Pedro R. Asi
: Perla A. Asi
Email Address : rhealyn.asi@deped.gov.ph

B. Educational Background

Elementary : Nagtaluntong Elementary School

Nagtaluntong, Lobo, Batangas
2002 – 2008

Secondary : Lobo Institute Incorporated

Olo-olo, Lobo, Batangas
2008 – 2012

Tertiary : Golden Gate Colleges

P. Prieto St. Batangas City
2012- 2016

Post Grad. : Golden Gate Colleges

 P. Prieto St., Batangas City
MEd Major in Mathematics Teaching
(27 Units)

C. Work Experience
Carmel School of Batangas, Inc.
KumintangIbaba, Batangas City
April 2016 – April 2018

Balibago-Biga National High School

Balibago, Lobo, Batangas
June 2018 – Present

D. Trainings Attended

District Orientation on Covid 19

Vaccination and the Conduct of the
Follow Up Survey on the Perception of
Teachers and Other School Personel
on Vaccination
April 22, 2021

District Capacity Building on Career

Development, Succession
Management, Research, Cybersafety
and Navigating Digital Educational
Platforms
March 16-19,25,2021

Capacity Building Program for

Teachers and School Leaders of SDO
Batangas on Navigating Computer
Applications/Communication Platforms
and its Utilization for the Improvement
of School Operations and Learning
Management
March 1-5, 2021
 Capacity Building for Teachers and
School Leaders Focused on
Development and Utilization of
I.D.E.A. Exemplar
July 13-15, 2020

Capacity Building Webinar on the

Preparation of IDEA Lesson
Exemplars Aligned to MELC-Pivot 4A
BOW
July 7, 2020

E. Awards Received

None