CHAPTER 1

Introduction

Background of the Study

Mathematics anxiety is a common phenomenon that affects individuals of all

ages and backgrounds. It is characterized by a fear or negative emotional response

towards mathematics and can hinder one's ability to learn and perform in the subject.

However, it is important to recognize that mathematics anxiety is not a fixed trait, but

rather a dynamic state that can be influenced and overcome through various

strategies, such as positive mindset, practice, and seeking support. By addressing and

managing mathematics anxiety, individuals have the potential to unlock their true

mathematical potential and achieve greater success in the subject.

Many times, math is seen as a challenging subject by educators, parents, and

students. The most common explanation for difficulties is cognitive (lack of ability,

readiness, practice, and knowledge). On the other hand, emotional issues are either

rarely taken into account or are dismissed as possible long-term causes of

mathematics difficulty. Nonetheless, psychology and education are realizing more and

more that a large number of kids struggle emotionally with mathematics, which hinders

their ability to perform well and advance in this subject. Specifically, a lot of students

have "mathematics anxiety," a crippling emotional response to mathematics.

According to Pagaran, G. M. et Al., (2022), Mathematics Performance is the

ability of students to define, apply, and understand mathematics in a variety of

contexts. It includes applying scientific thinking to the depiction, elucidation, and

prediction of phenomena through the use of mathematical concepts, methods, truths,

and tools. Several school improvement plans are based on current guidelines about

the educational programs' methodology. But raising all kids' achievement levels

requires more than that; it also entails establishing the right culture to uplift students'

spirits and enhance school inclusivity and progress, particularly during the Covid-19

pandemic.

Research investigations have demonstrated that anxiety associated to

mathematics can appear in a variety of ways, from avoiding math-related activities to

exhibiting physical symptoms like sweating palms and an elevated heart rate when

faced with mathematical difficulties (Hart, 2002). Moreover, a great deal of research

has indicated a negative correlation between math anxiety and arithmetic performance

(Ashcraft, 2002). Pupils with high levels of math anxiety typically perform less well in

math, frequently having trouble understanding ideas and doing poorly on tests.

Since most research on this topic is conducted in universities and there aren't

many researchers who have studied this topic in the senior high school department,

the specific context of Grade 11 STEM students warrants investigation, even though

the relationship between mathematics anxiety and mathematics performance has

been explored in the broader educational context. Since STEM professions are

recognized for having high standards in mathematics, it is especially crucial to

comprehend how students' performance in these subjects may be impacted by math

anxiety.

The goal of this study is to learn more about the particular dynamics that exist

between math anxiety and math performance in STEM students in grade 11. We hope

to offer insightful information that can guide educational strategies, treatments, and

support systems by looking at their experiences, views, and the causes of their anxiety.
 Understanding the intricacies of this relationship is essential not only for the

academic development of students but also for addressing concerns related to career

aspirations and the shortage of STEM professionals (National Science Foundation,

2020). This study’s findings have the potential to guide educators, parents, and

policymakers in designing strategies to reduce mathematics anxiety and foster a more

conducive learning environment for Grade 11 STEM students (Chen & Chang, 2019).

In a time when STEM education plays a pivotal role in shaping the workforce of

the future, it is imperative to explore and address the factors that may hinder the

academic progress and career aspirations of young individuals interested in STEM

fields. This research endeavors to shed light on the relationship between mathematics

anxiety and mathematics performance within this specific educational context,

ultimately contributing to the enhancement of STEM education and the overall success

of Grade 11 students pursuing STEM careers.

Research on the relationship between mathematics anxiety indicators and

mathematics anxiety by (Magnate, 2022), found that there are indicators of

mathematics performance that are positively correlated with mathematics anxiety.

Although students’ performance in math courses was investigated, there were other

indicators of math anxiety that were unrelated to and had a negative impact on math

performance. Examples of indicators such as fear of questions during class, fear of

not completing tasks, and anxiety that mathematics teachers create when teaching

are positively related to mathematics achievement.

Grade 11 is a critical juncture in a student’s academic journey, especially for

those pursuing STEM-related subjects. Given that most research on the relationship

between math anxiety and math performance is done at universities, the researchers’
decided to perform the same study in secondary school. At this stage, students are

exposed to more advanced mathematical concepts and are expected to demonstrate

a deeper understanding of mathematics. However, the presence of mathematics

anxiety can hinder their ability to perform well in these courses.

Several factors contribute to mathematics anxiety, including past experiences,

teaching methods, societal perceptions, and individual differences in cognitive

abilities. Math anxiety begins in early childhood, peaks around 9 th or 10th grade, and

basically levels off after that. Even among children as young as 6 years old, increased

math anxiety is associated with lower math performance. This suggests that when

looking for the causes of math anxiety, we should focus on factors that play a role in

early stages of development. (Maloney, 2016).

According to Carey E., Hill et Al. (2016), math anxiety lowers math performance

by decreasing interest in and working memory for arithmetic assignments, which

makes them more difficult to complete. There is some evidence to suggest that there

is a positive correlation between math anxiety and performance. Research has shown,

for instance, that arithmetic performance suffers when math anxiety is elevated in

particular people (for instance, when women are made aware of gender stereotypes

concerning women’s inferiority in math). In other studies, participants do an activity

designed to lessen their arithmetic fear, and results show an instant improvement in

performance.

According to Jing Zhang et al. (2019), numerous empirical studies have found

a negative correlation between math anxiety and performance, indicating that MA

would result in subpar performance when dealing with math reasoning or solving math

problems. To fully comprehend the relationship between math anxiety and

performance as well as the function of moderators, a systematic study is required, as

the effect sizes of these research vary for a variety of reasons.

Understanding the relationship between mathematics anxiety and mathematics

performance among Grade 11 STEM students is essential for educators, researchers,

and policymakers. It can provide valuable insights into how to alleviate anxiety and

enhance learning outcomes in mathematics.

Statement of the Problem

The main objective of this study is to determine the relationship between

Mathematics Anxiety and Mathematics Performance of Grade 11 STEM Students.

This study seeks to find answer on the following questions:

General Question: What is the relationship between Mathematics Anxiety and

Mathematics Performance?

Specific Questions:

1. What is the level of mathematics anxiety of Grade 11 STEM students?

2. What factors contribute to the mathematics anxiety of Grade 11 STEM

students?

3. How does mathematics anxiety impact the mathematics performance of

Grade 11 STEM students?

3.1 Problem Solving skills

 3.2 Class Performance

3.3 Grades

Scope and Limitation

This study examined the impact of grade 11 STEM students’ Mathematics

Anxiety on their Mathematics Performance.

The following variables are highlighted in this study: The Relationship Between

Mathematics Anxiety and Mathematics Performance, the extent of what is the

Mathematics Performance of the Grade 11 STEM students, the status of their

Mathematics Anxiety, the factors that affects the Mathematics Performance of Grade

11 STEM students, and the extent of how Mathematics Anxiety affects the student’s

Mathematics Performance.

This study involves the Grade 11 students who are taking Science, Technology,

Engineering, Mathematics strand school year 2023-2024.

Significance of the Study

The result of this study is very significant to the following persons:

Students. The Grade 11 STEM students themselves will be the study’s main

beneficiaries. Understanding the link between math anxiety and math performance

can aid students in identifying coping mechanisms, enhancing their academic

achievement, and making well-informed judgments regarding their future educational

choices.
Teachers. Teachers will get knowledge on how mathematics anxiety impacts their

students from this study. Armed with this information, teachers can modify their

instructional strategies to better accommodate students who struggle with math

anxiety, thereby creating a more favorable learning environment.

Parents/Guardians. Understanding how mathematics anxiety affects a child’s

performance might be helpful for parents and guardians. With this information, they

will be more equipped to support their kids academically and emotionally so they may

overcome their math anxiety.

Future Researchers. Future researchers that are interested in mathematics anxiety

and its implications on student performance in mathematics may find this study to be

a useful resource. It offers a starting point for further investigation and the investigation

of methods to lessen the effects of mathematics anxiety.

Statement of Hypothesis

This study determines the relationship between Mathematics Anxiety and

Mathematics Performance.

The hypothesis used in this study is Alternative Hypothesis:

H(1): There is a negative relationship between Mathematics Anxiety and Mathematics

Performance, meaning that higher level of mathematics anxiety results in lower

mathematics performance.
 This hypothesis suggests that as mathematics anxiety increases, mathematics

performance decreases among Grade 11 STEM (Science, Technology, Engineering,

and Mathematics) students. In other words, the hypothesis posits that there is an

inverse correlation between mathematics anxiety and mathematics performance in

this specific student group.

Theoretical Framework

This research investigates the connection between mathematics anxiety and

mathematics performance among Grade 11 STEM students.

In order to provide a thorough explanation of mathematics anxiety, theories of the

condition have evolved from education, psychology, and neuroscience (Buckley et al.,
2016). New hypotheses are applied as this field's research progresses. Mathematical
anxiety research has recently made use of processing efficiency theory and attentional
control theory (Passolunghi, Caviola, Agnostini, Perin, & Mammarella, 2016). The
relationship between anxiety and performance is proposed by the processing
efficiency theory (PET), which holds that anxiety serves two purposes: it raises worry,
which lowers attentional resources, and it lowers attentional control over the
performance.For example, if a student is asked to simplify, they might not pay attention
to the negative part of the number or concentrate and answer the question in this way.
A new interpretation framework emphasizing the role of the appraisal process in the
development of mathematics anxiety is at the forefront of research in the coming ten
years (Rameriz, Shaw, & Maloney, 2018). Attentional control theory (ACT), an
extension of PET, focuses on the detrimental effects that anxiety has on the
individual's processing efficiency through the individual's attention control.According
to the interpretation framework, kids may be able to see mathematics as a challenge
rather than something to be avoided if they are able to positively reappraise the
negative feelings they have linked with math anxiety. "It can be effective to encourage
individuals to reappraise their math anxious reaction or embrace the view that disfluent
learning can be useful," according to Rameriz et al. (2018). Learning is more likely to
occur, for example, if a teacher can help a student see their nervousness when they
first go into a math lesson as joy rather than dread.By diffusing the anxiety through
expressive writing, for example, writing about their feelings about mathematics may
help lessen the amount of worry (Park, Rameriz, & Beilock, 2014). It is also beneficial
for pupils' learning processes to struggle with mathematics and understand the value
of hard work. There has been a lot of discussion in research on the question of whether
mathematics anxiety is caused by a decrease in mathematical performance or by a
loss of mathematical aptitude or acuity. Carey et al. (2015) reviewed the causal
relationships between mathematics anxiety and performance, contrasting the crippling
anxiety model and the deficiency theory.The debilitating anxiety model is predicated
on the idea that a person's concern about mathematics will impair their performance
in mathematics, whereas the deficit theory supported mathematics anxiety as a
development that results from a student's lack in mathematics aptitude or learning.
Carey et al. (2015) state that studies that use the debilitating anxiety model alter the
subject's anxiety level in order to track changes in the subject's mathematics
performance.Although the idea has been around for a while, it has only been recently
that this reduction in performance brought on by math anxiety has been referred to as
the crippling anxiety model. According to Carey et al. (2015), investigations with
children who have learning difficulties and longitudinal studies (Ma & Zu, 2004) provide
support for this research.theory of reciprocity (Carey et al., 2015). According to the
reciprocal idea, there is a bidirectional, cyclical relationship between arithmetic anxiety
and math performance. Poor performance in mathematics might occur when someone
feels anxious when thinking about or doing math. On the other hand, if a person
performs poorly in mathematics, this may lead to mathematics anxiety in the person.
As a result, it can be challenging to determine which occurs first, the mathematics
anxiety or the poor performance in mathematics (Carey et al., 2015).

Conceptual Framework

PROBLEM-SOLVING

SKILLS
MATHEMATICS MATHEMATICS

ANXIETY PERFORMANCE CLASS PERFORMANCE

GRADES

Figure 1. Paradigm of the Study

Figure 1 presents the paradigm of the study. It consists of two variables,

mathematics anxiety as an independent variable and mathematics performance as the

dependent variable, which has three aspects, problem-solving skill, class participation,

and grades.

In figure 1, mathematics anxiety as independent variable pertains to a

persistent, habitual type of anxiety that can be understood as a trait that represents a

relatively stable characteristic of an individual and that affects how an individual feels

in, perceives, and evaluates particular situations. Math-anxious people have higher

levels of anxiety in situations involving math. State arithmetic anxiety emerges on an

emotional, cognitive, and physiological level and results in things like decreased

achievement. People experience tension, trepidation, nervousness, and worry on an

emotional level. (Luttenberger et al., 2022) Another variable, mathematics

performance refers to an individual's or a group's ability to effectively solve

mathematical problems, complete mathematical tasks, or demonstrate mathematical

skills. It typically encompasses a wide range of mathematical abilities, including

problem solving, computational proficiency, understanding mathematical concepts

and performance on assessments. This study will examine the relationship between

mathematics anxiety and mathematics performance particularly through the student’s

problem-solving skills, class participation and grades in the specified subject.

Definition of Terms

The following terms are defined conceptually and operationally to obtain a clear

understanding of the study.

Mathematics Anxiety. According to Eihab et. Al. (2021), the term “mathematics

anxiety” refers to a state of stress and dread that impairs one’s capacity to perform

mathematical operations, manipulate numbers, and solve mathematical problems in a

range of real-world and academic contexts. In this study, the mathematics anxiety

is the independent variable that affects the mathematics performance of Grade 11

STEM students in class. The mathematics anxiety may cause a negative effect on

Grade 11 STEM students mathematics performance.

Mathematics Performance. According to Hattie, J., & Yates, G. C. (2013)

mathematics performance is the science of learning and visible learning. Discusses

the teaching techniques, learning tactics, and classroom procedures for students at

various levels. In this study, the mathematics performance of Grade 11 STEM

students relies on the status of their mathematics anxiety.

Students. According to Dictionary.com, student is defined as a person who is formally

learning, particularly one who is enrolled in school or college. They are the people who
study, investigate, or examine thoughtfully. In this study, the student’s

mathematics anxiety and mathematics performance are the main topic.