PRACTICAL RESEARCH 1

John Bert Carlos

Kiana Feigh Dullas
Eunice Joy Lumandas
Nathaniel Quibuyen
Mathematics Anxiety of Senior
High School Students taking
Engineering
 STATEMENT OF THE PROBLEM
Most of the students who want to pursue
Engineering are not good at doing Mathematics or
understanding mathematical equations. Some
have deficient GPAs (Grade Point Average) in the
subject. The purpose of this study are to know the
reason behind the lacking grades of the students,
their deficiency in comprehending Mathematics
and help them cope with it to deal with their
weaknesses to improve their performance.
Research Question
1. Why do a vast amount of students can’t
perform well on math-related activities?

2. How do students handle stress or anxiety

towards their low performance in their
Mathematics class?
The Deficit Theory
SOURCE: Carey, E., Hill, F., Devine, A., & Szucs, D. (2016).

The Deficit Theory suggests that people who start out with
poorer math performance are more likely to develop anxiety
about math, as summarized in the following diagram.

Poor Math performance Increased Math anxiety

Poor mathematics performance in early childhood could

elicit mathematics anxiety. Genetic evidence has also been
found which indicates that some of the variation in math
anxiety can be explained by genes which affect a person’s
math performance. The condition of acquired
dyscalculia (e.g., children without learning disabilities who
show gaps in their mathematics learning will fall in this
category) is a clear example of poor mathematics
performance
The Debilitating Anxiety Model
SOURCE: Carey, E., Hill, F., Devine, A., & Szucs, D. (2016)

Mathematics anxiety can impact performance at the stages of

pre-processing, processing and retrieval of mathematics
knowledge. This poor performance could be the result of
environmental factors such as poor math teaching, lack of
resources and experiences
Increased Math anxiety Poor Math performance

High math anxiety individuals are inclined to avoid

mathematics. In young children, task-avoidant behaviors have
been found to reduce mathematics performance. Similarly,
many adolescents with mathematics anxiety avoid math-related
situations, suggesting that mathematics anxiety influences
performance by reducing learning opportunities.
GAP ANALYSIS
The mixture of evidence for each of the two theories
suggests that in fact they might both play a part in the
relationship between math anxiety and performance. That
is, math anxiety might cause decreased performance and
poorer performance might elicit math anxiety, as
summarised below.

Increased Math anxiety Poor Math performance

 GAP ANALYSIS
This suggests that the relationship between math anxiety and
math performance operates in both directions. Whilst few
studies find explicit proof of a bidirectional relationship, this
could be because the two different directions are each best
supported by different kinds of study. The effect of math anxiety
on performance seems to most easily be observed in studies
which change a person’s math anxiety (in the short term) and see
if this affects their performance.  On the other hand, longitudinal
(long term) studies find it easier to see the effect which
performance has on future math anxiety. In the future, if single
studies are to find evidence that the relationship between math
anxiety and math performance operates in both directions, it
could be useful to carry out “mixed methods” research – that is,
research which uses multiple types of methods to investigate this
relationship.
THANK YOU! 