Theoretical Framework

Nowadays, several students’ frequently experience a feeling of fear and frustration when

confronted with Mathematics. Millions of people suffer from this condition; this phenomenon is

popularly known as math anxiety. Mathematics anxiety, as it has become more popular in recent

years, has been a subject of interest to scholars, researchers, teachers and students. This chapter

presents the related literature and studies, and the similarities and differences of the

aforementioned studies to the present study.

Review of Related Literature

The review of literature examines the effect of mathematics anxiety in the academic

performance of the high school students. In order to gather valuable information, the researchers

considered relevant past findings and informative literature related to the study.

Mathematics, being known as one of the most difficult subjects, is often times hated by a

lot of students. Researchers have observed that most of the failures in the academic performance

of the students occur in the area of mathematics. The performance of the students when it comes

to this subject is quite poor. The greatest challenge of mathematics teachers today is to provide a

learning environment that will not set aside the feelings of the students, so that they can progress

at their fastest pace.

Several researches about mathematics education emphasize that the success or failure of

students in the field is not only dependent on the content or subject matter that is being taught,

but on other factors: one of which is the feeling of tension, apprehension, or fear that interferes

with math performance, also known as “math anxiety”. A person’s state of mind has a great
influence on his success: it is the fear that one won’t be able to do math, the fear that it’s too hard

or the fear of failure which often stems from lacking of confidence.

For the most part, math anxiety is the fear of not doing math right. Our minds draw a

blank and we think we’ll fail, and of course, the more frustrated and anxious our minds become,

the greater the chance for drawing blanks. The greater the frustration the greater the impact to

our minds.

Several definitions of math anxiety have come up through the years for the benefit of

giving a cure with those who possess such anxiety. Anxiety is a psychological state which

consists of fear, worry, dread and tenseness. When faced with a situation, the individual might

experience both fear and anxiety (Preis, 2001). Mathematics anxiety is an intense emotional

feeling of apprehension that students have about their ability to understand mathematics. Skott

(2001) argued that mathematics anxiety is a state of anxiety which occurs in response to

situations involving mathematics which are perceived as threatening to self – esteem. Moreover,

Charalambos (2002) defined mathematics anxiety as a feeling of tension and anxiety that

interfere with the manipulation of numbers and the solving of mathematical problems in wide

variety of ordinary life and academic situations. Ernest (2002) defined it as the panic,

helplessness, paralysis and mental disorganization that arises among some people when they are

required to solve a mathematical problem.

Psychologically, math anxiety is a mental state, engendered when a student experiences

or expects to lose self - esteem in confronting a mathematical situation. Such anxiety prevents a

student from learning even the simplest mathematical task. Tyson (2001) noted that anxiety and

tensions, when manipulating numbers and solving mathematical problems, are sometimes

equated with poor performance and avoidance of certain subject in schools. In addition, too
much anxiety limits constricts and paralyzes one’s mind, interfering with new learning and

performance in school. The mathematics anxious students are convinced that they cannot do

mathematics. They have developed a fatalistic attitude, fully expecting to fail in any item in

mathematics. Moreover, Lesh (2000) emphasizes that students who feel distressed about

mathematics often times feel a sense of intense frustration or helplessness about their ability to

do mathematics.

In order to understand mathematics anxiety it is inevitable that the complexities of the

matter be recognized. Mathematics anxiety is not a discrete condition but rather it is a construct

with multiple causes and multiple effects interacting in a tangle that defies simple diagnostics

and simplistic remedies (Schologlman, 2009). Math is a subject that needs perseverance and

patience but one cannot have this if they have lose their interest in the subject, experience

something horrible regarding the subject, believe certain beliefs that lose their ability to try and

do such mathematics task. Moreover, Phillips (2014) confirms that pressure of timed tests and

risk of public embarrassment has long been recognized as sources of unproductive tension

among many students. Three practices that are a regular part of the traditional mathematics

classroom and cause great anxiety in many students are imposed authority, public exposure and

time deadlines. Although these are a regular part of the traditional mathematics classroom cause

great deal of anxiety. Therefore, teaching methods must be re-examined. Consequently, there

should be more emphasis on teaching methods which include less lecture, more student directed

classes and more discussion. These are the causes why one lose such self –confidence in doing

mathematics task and why one was diagnosed with mathematics anxiety.

The researchers asked the worldwide web users about the definition of mathematics in

their own perspectives. Mathematics is seen as subject to be performed by applying algorithms

dictated by a higher authority, rather than understanding underlying principles that are logical;

distrust of own intuitions and feelings of being powerless when mistakes are made and not

knowing how to correct them. Mathematics is seen by the most of the respondents as a mere

subject and has no sense of application in real life situations. Moreover, they categorized math as

always associated with negative experiences. For instance, unpaid bills and unforeseen debts.

Belief and expectations to perform poorly on mathematics problems could also lead to

mathematics anxiety or intensify students existing knowledge. Math is often associated with pain

and frustration. This is why we can frequently hear the words “I hate math!” and “I can’t do

math!” from most of the students. Stipek (2001) identified some commonly held beliefs about

mathematics, which upon observation in the present situation, are still held true today. It is due to

the fact that these beliefs are associated with math anxiety and mathematics avoidance. Such

beliefs are: mathematical ability is inherited; students must always know how they got the

answer; there is one best way to do a mathematics problem; mathematics requires a good

memory; men are better at mathematics than women; it is always important to get the answer

exactly right; mathematicians solve problems quickly in their hands; and it is bad to count on the

fingers.

Negative school experiences might also contribute to the development of mathematics

anxiety (Advisory Committee on Mathematics in Education, 2002). For example, teacher’s

threatening and authoritarian attitudes could lead to fearsome classroom climate in which

students might hesitate to ask questions or answer the teacher’s questions because it may lead to

embarrassment. Furthermore, students fearing their mathematics teacher might have a

conditioned reaction to mathematics as well. Observing teachers giving mathematics homework

as punishment could also cause students to perceive mathematics as unpleasant (Batchelder and
Rascal, 2002). As punishment, negative attitude towards mathematics is cultivated in students

who receive the punishment as well as those who witness it. Low grades or failure in

mathematics could also lead to mathematics anxiety or may exasperate students ‘existing levels

of anxiety in mathematics.

Mathematics anxiety greatly influences one student academic performance, for one

cannot accomplish one task due to fear and apprehension. Failure in mathematics, fear and

anxiety about it could cause extreme feelings of dislike about mathematics. Indeed, person with

mathematics anxiety makes more mistakes in dealing with mathematics problems. Such mistakes

lead to lower grades in mathematics which in turn increases anxiety about math. As such, the

vicious cycle of anxiety, failure and anxiety is perpetuated. In addition, Ashcraft (2002) argued

that mathematics anxiety seriously constrains performance in mathematics tasks among students,

and reduction in anxiety is consistently associated with improvement in achievement. As such, it

is to be expected that highly math conscious individuals will be less fluent in computation, less

knowledgeable about mathematics and less likely to have discovered special strategies and

relationship within the mathematics domain.

Children and adolescents who suffer from moderate or severe anxiety may experience a

decline in their academic performance. While this may be perceived as an excuse for poor math

performance, it can be a valid justifiable excuse as well. Although it is true that mild levels of

performance anxiety, not relatively impact on students’ performance, might motivate them to

improve their performance lightly, “they are diminishing returns” as anxiety increase. Moreover,

Messick (2002) argued that people misunderstand that in meeting the challenge of the difficulties

they experience with math creates an opportunity to learn life skills. On the contrary, as anxiety

regarding performance of mathematics task becomes more severe, students ability to adequately
perform these tasks gradually declines. Students in such predicament may feel fear and

overwhelmed in mathematics task and may do anything to avoid facing mathematics again

(Merrell, 2001). As pointed out by Fione (2001) an increased anxiety results in decreased

achievement.

Rice (2003) mentioned that this anxiety has long-time effects which include the

following: the fear to perform tasks that are mathematically related to real life incidents;

avoidance of mathematics classes, the belief that it is alright to fail/dislike mathematics; feelings

of physical illness, faintness, fear or panic; an inability to perform in test or test – like situations;

and the utilization of tutoring sessions that provide little success.

Pries and Biggs (2001) described a cycle of math avoidance; in phase one, the person

experiences negative reactions to math situations. These may result from past negative

experiences with math which lead to second phase wherein a person avoids math situations. This

avoidance leads to phase three, poor mathematics preparation, which belongs them to phase four,

poor math performance. This generates more often that the math anxious person becomes

convinced that they cannot do math and the cycle is rarely broken. It is also said that women,

older women in particular, often experience more math anxiety than men.

One of the consequences of mathematics, anxiety as stated by Zavlasky (2004), is that

learners who are anxious cannot take an information efficiently or deal with it well, resulting in

not being able to learn. Even though some anxiety has positive effect towards learners, when the

anxiety becomes severe, it can have a negative effect on the ability of the learner to learn as seen

in the following findings: the working memory becomes to hold in mind all information relevant

to the task in hand which results in not being able to think straight. Brover (2009) added that

anxiety becomes debilitating in terms of performance and higher mental activities and perceptual
process. Strong negative emotions block reasoning, and learners under pressure try to remember

rather than understand causing them to be handicapped mathematically. Mathematics is a subject

that doesn’t require memorization but understanding of the theory behind the process.

Math anxiety is classified into type I (Math Aspect) and type II (Psychological aspect).

Type I is triggered by certain math symbols, concepts or terms which create mental blocks in the

learning process. The suffer tends to say, “I used to be good in math during my elementary years,

but I got lost in Algebra” or “I had a really bad teacher in Grade six” or “I always argued with

my geometry teacher because I could not see the meaning of the proofs”. The key phrases are

‘sorry’ and ‘I tried’. Reaction is mild and often of disappointment. Student usually complains

about the teacher, textbook, and something that has to do with classroom experiences such as the

accent to his teacher or the arrogance of the teacher or the glare of the classroom blackboard or if

nothing else, he may blame his own sight. They are not afraid of math and they do not

necessarily hate math or math teachers. They really need help, and a math teacher can usually

help them. Type II is caused by socio-cultural factors such as: the belief that boys are better than

girls; the notion that Chinese are smarter than Filipinos; and the illusion that math is hard, rigid

and unfeeling. The sufferer tends to say “I cannot do math” or “I just don’t understand anything”

or “who needs math anyways?” The keywords are ‘hate math’, ‘math makes me sick’. Such

person is likely to show extremely irrational behavior towards math or mathematicians. They

stay away from mathematicians and anybody who is good in math. It is almost impossible to get

them to talk to a math teacher or to take them near a math building. The type II person is more

difficult to reach for he has already crossed the line from math deficiency to math phobia. A

math teacher alone is not sufficient; a counselor who can work with emotional problems may be

needed. (Queena Lee, 2001)

 Ashcraft and Kirk (2001) stressed that it is not efficient to use conventional arithmetic

and math problems to start the math anxiety reaction; it only needs to be a counting-like process

(like counting through letters in the alphabet). Their explanation is “an on-line reduction in the

available working memory capacity of high math anxiety individuals when their anxiety is

awaken”. The anxiety reaction involves attention to or preoccupation with intrusive thoughts or

worry. According to the researchers, students who do poorly in examinations claim that they are

confused, are unable to focus on the task at hand, or they keep thinking how poor they are in

mathematics. This is consistent with the result of their study: mathematics anxiety disrupts the

on-going task relevant activities of working memory, slowing down performance and degrading

its accuracy.

In addition, Skiba (2007) explained that most students who suffer from anxiety have

difficulty in remembering or understanding the steps involved in mathematics. The students will

not be able to learn the process and concept involved.

Arem (2003) equated a lot of math anxiety with math test anxiety, which she says in

three-fold: poor test preparation, poor test taking strategies and psychological pressures which,

she says, is exacerbated by poor health habit especially biological studies done on math anxiety.

Math anxiety is a state of such apprehension about math that learning can be blocked or

interrupted. Avoidance, then, naturally follows because this fear causes a person to avoid

mathematical situations as much as possible. The math anxious student has difficulty doing well

in mathematics, but the difficult is not necessarily related to lack of ability in mathematics. If one

feels that he has this fear of mathematics, it is important for him to recognize that he can avoid

things that cause his fear and hinder for him doing well.
 McCoy (2002) describes a successful treatment of mathematics anxiety as involving two

phases of activities. First, the learners receive a special tutoring with emphasis on manipulative

whilst attempting to make the content meaningful by relating it to interest and career goals.

Learners should see the application of math in real life situations. One should let them realize the

importance of mathematics: it is not just a mere subject that makes their life hard. The second

phase is aimed at a different method of evaluation where credit is given for demonstrating

understanding through sessions.

On the other hand, Ashcraft and Kirk (2002) mentioned that a learner’s intra-psychic

structure has an effect on his experiencing mathematics anxiety. The learners’ personal belief in

being bad at math needs to be distinguished from having a poor history and not being any good.

It is suggested that dispelling myths such as the belief that a math IQ exists and the learners who

have enjoyed past success in mathematics should be aware that the talent skill exists. It is should

be believed that students should love math because when one loves math no matter what

hardship you need to obtain in the end there will always satisfaction on behalf of the students.

For one loves math the enjoyment and fulfillment will always be present. Mary Beth Ruskai once

stated "We cannot hope that many children will learn mathematics unless we find a way to share

our enjoyment and show them its beauty as well as its utility".

Review of Related Studies

The review of studies examines the effect of mathematics anxiety in the academic

performance of the high school students. In order to gather valuable information, the researchers

considered relevant findings that will help with the study.

 Student’s achievement is one of the concerns of every educator. It is a known fact that

achievement is related to standards of excellence for doing well or wanting to do well.

Mathematics anxiety played in the poor academic performance of students. Researchers all over

the world conducted different studies to examine and seek answers to the perception of math

anxiety of specific learners. Other factors were also put in consideration if it has an effect on

attitude towards mathematics. The studies presented show if the academic performance of a

student has relation to their math anxiety.

Math anxiety is just one of the factors why students don’t learn and fail in the subject.

Together with the other factors, math anxiety should be reduced to lessen its influence on

students’ attitude towards mathematics. As it influences students’ attitude toward mathematics, it

is also hinders students’ success.

In spite of the effects of math anxiety, many solutions were also stated in order to have an

efficient learning. This is supported by the findings of Cates and Rhymer (2003) that those

students with lower amounts of math anxiety were able to complete more correct problems in a

timed situation. The fact that math is a very abstract subject, it only adds to this cycle since it

proves problematic for those students who tend to take situations literally or who are global

learners. This cycle can also lead to an avoidance of math related activities such as college

major, occupation or choice to enroll in math classes beyond those required for graduation.

Again, similar results were found by Baus and Welch (2010) where women scored

relatively higher (39.29 average) on math anxiety than men (34.50 average). Through this

finding, it was found that "sex predicted 2% of the variance in math anxiety...and 19% the

variance in math self-efficacy" (Baus & Welch). Through this study, math self-efficacy was a

useful indicator of a student's sex.

 Tsui and Mazzocco (2007) indeed found that higher ratings of perfectionism were related

to smaller discrepancies in math performance in both timed and untimed testing conditions.

Significant correlations between math anxiety and perfectionism were also found between the

Mathematical Anxiety Rating Scale and the Multidimensional Perfectionism Scale; as math

anxiety increased, so did perfectionism. To this finding, Tsui and Mazzocco (2007) concluded

that "three measures were positively correlated with math anxiety: concern over mistakes, doubts

about actions, and parental criticism." In the study by Tsui and Mazzocco (2007), it is evident

that math anxiety may be viewed in different ways when taking into account one's perfectionism.

In this case, perfectionism contributed to math anxiety by having individuals over-think the

given problems. In any situation where math is given, being a perfectionist may contribute to

falling grades since one is over occupied with thinking about getting the right answer, quite

similar to the findings on working memory.

Confidence in a subject, as one can guess, can either make or break a grade. This is why

Mackenzie (2002) decided to have students rate their confidence levels on mathematical

problems. When surveying college students in New England, Mackenzie (2002) found that 25%

showed concern over their competency and confidence in mathematics. More surprisingly, when

looking at students from the United States, over 40% of those surveyed showed avoidance of the

subject. More reassuringly, only 1% of the population surveyed with the mathematical

statements were not at all confident about ''written calculations, measuring and using a hand

calculator" (Mackenzie, 2002), while 6% of males and 7% of females were not confident at all in

any skills surveyed. Confidence was substantially lower for fractions (51 %), percentages (38%),

converting units (79%) and perspective (57%) just to name a few. This leads the current

researcher to assume that those questions posed in the present experimental surveys which refer
to mental calculations, fractions, and geometry will be the most anxiety provoking since

Mackenzie's study shows that confidence levels are low in these particular areas.

According to Kesici and Ahmet (2009), one's self-efficacy in mathematics can be

determined through their motivational beliefs. When surveying students enrolled in entry level

math courses for majors in chemistry, physics and computers Kesici and Ahmet (2009)

discovered that self-efficacy can be a significant predictor in college student's math anxiety. In

fact, 22% of the variance in math anxiety was related to self-efficacy for learning and

performance. These findings are surprising since students enrolled in majors such as those

mentioned above require an abundance of mathematical skills and 16 confidences in the subject.

Respectively, Blackington (2002) examined the graduation rates for students who entered

the university at remedial level. The two developmental programs offered there were Pre-

Algebra and Elementary Algebra. In the ten year study of 781 Pre-Algebra students, only 89

(11.43%) finished their college experience with a degree. Out of 6,255 students, 1,388 (22%)

completed their degrees for elementary algebra students. In addition, Blackington found that

student who did not take math continuously throughout high school fell increasingly behind in

college. A student was able to enter college with a fundamental knowledge of Algebra if he or

she was 44% more likely to graduate. Clearly, if mathematics anxiety is limiting a student’s

success in math, their career and life options may be severely diminished. However, with a

successful program, goals can be and are arranged, with an overall increase of general

confidence.

Tapia (2004) examined the effect of mathematics anxiety and gender on attitudes toward

mathematics using the Attitude toward Mathematics Inventory (ATMI). A sample of 134

students enrolled in mathematics classes in a State University was asked to complete the ATMI.
Data were analyzed using a multivariate factorial model. In this example, the results showed that

gender had no effect on attitudes toward mathematics, and gender and mathematics anxiety had

no influence on attitudes toward mathematics. Mathematics anxiety has an overall significant

effect of self-confidence, enjoyment and motivation with large effect size. Students with no

mathematics anxiety scored significantly higher in enjoyment than students with high math

anxiety. Students with little or no math anxiety scored significantly higher than students with

some or high mathematics anxiety in measures of self-confidence and motivation. Students with

some math anxiety scored significantly higher in motivation than those with high math anxiety.

Karimi and Venkatesan (2009) showed the relationship between mathematics anxiety,

mathematics performance and academic hardiness in high school students. The sample

comprised 284 (144 males and 140 females). Tenth grade high school students from Karnataka

State. Pearson correlation analysis and two independent samples T-test are used to analyze the

data. The results have revealed that mathematics anxiety has significant negative correlation with

mathematics performance but no significant correlation is detected with academic hardiness. It is

also found that the gender differences are detected between boys and girls in mathematics

performance and academic hardiness. This study has established the fact that the performance of

students in mathematics can be seen by mathematics anxiety and females scored slightly higher

on this variable but this relation has not observed with academic hardiness.

Trinidad (2009) conducted a study where socio-demographic factors and attitude towards

mathematics of selected first year students and instructional profile of the mathematics teachers

of Bataan Peninsula State University of Balanga Campus affect the students’ level of 2009-2010.

Trinidad use descriptive method, questionnaires and documentary analysis. The first part is the

socio-demographic factors, second part is the attitude through cognitive, behavioral and
affective, third part is the teachers strategies and the last part is the level of anxiety by the MARS

(Mathematics Anxiety Rating Scale) by Freedman (1997). It is revealed that there is no

significant relationship between the students’ attribute towards mathematics and their level of

anxiety in mathematics is partially upheld. There is no significant relationship between the

students’ socio-demographic factors and their level of anxiety in math is partially upheld.

Vega (2000) revealed that the motivational attitude of the students with its components

such as enjoyment of mathematics, the motivation of mathematics, the importance of

mathematics and the freedom from fear of mathematics and the level of questions perceived by

the teachers were significantly related to mathematics achievement. The teacher-related factors:

educational qualifications which includes the highest educational attainment and the number of

years in teaching; seminars attended which cover the type of in-service and number of in-service

a teacher participated; and teaching strategies were found to be significantly related to students’

mathematics achievement. The importance of mathematics and the freedom fear of mathematics

both under the factor motivational attitude are the only student-related factors that can be

considered significant determinants of mathematics achievement. The teacher-related factors,

thought to be significant determinants of mathematics, are educational attainment, type of in-

service and number of in-service and teaching strategies.

Manalang (2004), whose study had subjects of 200 engineering students in Holy Angel

University from a population of 398, revealed in the results that there existed a relationship

between the mathematics achievement of the engineering students and each of the following

variables: their self-concept, mathematics attitude and mathematics anxiety. The study showed

that the students’ mathematical concept, students’ attitude towards mathematics and students

math anxiety were significantly related to mathematics achievement. It revealed that the higher
the mathematics anxiety of the students, the better he or she performed in mathematics. In this

case, the mathematics anxiety was more constructive than debilitating. Manalang recommended

that the students should strive harder to absorb the concepts that are taught in secondary level for

them to have a better chance of being successful in their chosen fields of specialization. The

students should find time to consider the different benefits they could derive in studying

mathematics and develop the values that are known to have a positive effect in their mathematics

performance. Proper attitude would make them perform better in mathematics.

Bolaji (2001) showed that despite the fact that previous research has been united with

regard to the effect of curriculum, it was clear that the student in this school preferred classroom

activities which stressed active involvement and experiences. The students indicated that this

was the factor they liked best about mathematics classes. In support of other studies concerning

the effect of the teacher, the student mentioned that both teacher personality and interrelationship

with students are critical variables in attitude formation. A high proportion of female students

thought that the more work they did, the more they liked mathematics. Males did not respond in

a similar way. These findings suggested that the assessment of mathematics attitudes need to

differentiate enjoyment from usefulness and indicated the importance of students’ investment

through effort, in developing positive attitude toward mathematics.

Estrella (2009) did a study on the relationship between emotional intelligence and math

anxiety and their effects on the achievement of students in Advanced Algebra. Based on the

Pearson correlation results among the five(5) factors of emotional intelligence which are

emotional awareness, emotional management, self-motivation, empathy and coaching others

emotions, she concluded that self-motivation was the highest among the areas of competencies in

the seven (7) public secondary schools in the city of San Jose del Monte for school year 2007-
2008. Moreover the math anxiety of the students was moderate. She also found that emotional

intelligence, emotional management, self-motivation, empathy and coaching other’s emotion

yielded highly significant relationship with math anxiety. The overall emotional intelligence and

math anxiety was highly significant to achievement in mathematics.

Similarly, Manzano (2004) did a study on the relationship between emotional intelligence

and achievement. Based on the Pearson correlation results among the six (6) factors of emotional

intelligence with are self-awareness, managing emotions, reading emotions, interpersonal

competence, intrapersonal competence and transpersonal competence. Manzano concluded that

intrapersonal competence factor was significantly correlated with the achievement of first year

college students of the UP Cebu College for school year 2003-2004. The data had not provided

sufficient evidence to conclude that the other emotional intelligence factors were significantly

related with academic performance. Moreover, the combined impact of the six (6) emotional

intelligence factors showed a low positive correlation with academic performance.

A study by Kesici and Ahmet (2009) looked at the self-regulated learning strategies and

found that cognitive strategies, such as rehearsal and elaboration, were of particular significance

in college student's math anxiety. To be more specific, about "3% of the variance in math anxiety

was explained by rehearsal cognitive learning strategy, while about 7% of its variance was

explained by rehearsal and elaboration cognitive learning strategies". Therefore, if one is able to

cognitively regulate the mathematics task at hand, their math anxiety can be significantly

reduced.

In spite of the negative attitudes that mathematics has brought, there are also solutions

and techniques that came up in order to eliminate math anxiety. Students are the one who are

responsible of learning and understanding a particular subject. If they know how to manage and
comprehend the problems or situations that they will encounter, then success will lead up on

their way.

Similarities and Difference

Anxiety is an emotional state of individuals in which people feel uneasy, apprehensive, or

fearful. Math anxiety is a feeling of intense frustration or helplessness about one’s ability to do

mathematics. Even the prospect of doing math has been found to be enough to elicit a negative

emotional response among students with high math anxiety (Lyons & Beilock, 2010). Math

anxiety is worrisome because it negatively impacts mathematical knowledge and math grades in

young adults (Ashcraft & Krause, 2007). In the present study, the researcher examines the effect

of math anxiety in the academic performance of the high school students. Moreover, the

aforementioned studies greatly help in the development of the study. Despite this, the present

study cannot cover all about mathematics anxiety. Thus, there are similarities and differences

with the aforementioned studies and the present study.

Kesici and Ahmet (2009), Mackenzie (2002) and Vega (2002) was similar to the present

study since our study includes self-confidence and self-motivation as an area of competency of

math anxiety of the students. However, Mackenzie’s study just focus on the level of confidence

of the students and also his study dealt with college students while the present study used high

school students as respondents.

Estrella (2009) and Manzano (2004) both dealt with emotional intelligence and their

effects on the achievements of the students which was similar to the present study in a sense that
the present study includes emotional awareness and emotional management in the area of

competencies.

Karimi and Venkatesan’s (2009) was also similar with the present study using high

school students as respondents and determined the relationship between mathematics anxiety and

mathematics performance but he also includes gender differences in mathematics performance.

Manalang (2004) in her study focused on the relationship between mathematics

achievement and the variables which were (1) self-concept, mathematics attitude and

mathematics anxiety which was also similar to the present study since our study encompasses on

mathematics anxiety and its effect to the academic performance of the students.

On the contrary, Bolaji (2001) and Cates and Rhymer (2003) differ in the present study

for it focused on their solutions or ways on how math anxiety will be reduced or eliminated.

Similarly, Baus and Welch (2010) focused on gender or sex indicator on math anxiety which was

different in the present study. Trinidad (2009) differs from the present study in a sense that it

used a descriptive method and it covers factors which are excluded in the present study but on

the other way around it connects level of math anxiety somehow.

Tapia (2004) was somewhat similar in a way that it examined self-confidence and

motivation in relation with math anxiety but also somewhat different because it tackles more the

effect of math anxiety and gender on attitudes toward mathematics which is out of breadth in the

present study.

Tsui and Mazzocco (2007) tested perfectionism in relation to math anxiety which is not

included in the present study. Blackington (2002) examined the effect of math programs offered

to the career of high school students which differs from the present study.
 Despite the differences of the aforementioned studies to the present study, the studies

cited above still greatly influenced to the present study. Furthermore, the relevant studies and the

present study aims with just one purpose. It is to help educators understand the effect of

mathematics anxiety in the students.

 The Study

The academic performance of the students has long been an integral part of education.

Good academic performance is very important, not only to students and their parents, but also to

the teacher, school administrators and especially to the country. The success of one country is

dependent on the type of the citizens the school will produce. Rizal stated, “The youth are for the

future”. The faith of this country is in the hands of the youth, whether they will be an asset or

liability is dependent in the quality of education the school will provide. Education is their

weapon to success in the field they will choose.

The quality of students’ academic performance is influenced by different environmental

factors such as the parents, teacher, peers and psychological factors such as self – confidence,

self – motivation, emotional awareness, and emotional management, coaching others’ emotion,

teacher factors, and perception towards mathematics. Thus, the academic performance of the

students are not solely based on their ability.

Mathematics known as the hardest subject and most hated by the students is frequently

shown with low academic performance by the students. The perception that mathematics is an

arduous subject taught to students has been carried out to various generations here in the

Philippines. According to a certain study (Philippines Average TIMSS Scores; Trends in

International Mathematics and Science Study 2003 and 2008), out of 38 countries, Philippines is

in the 34th rank. In HSII Mathematics and in Advanced Mathematics, Philippines is the 10th rank

out of 10 countries.

Many students in our society experience a feeling of fear when confronted with

mathematics. This is what we call mathematics anxiety. Chiedozie (2014) stated that math
anxiety is an emotional problem characterized by intense nervousness when dealing with

mathematics. This interferes with a person’s ability to optimally do mathematics. Moreover,

mathematics anxiety is very real, and it can hinder students’ progress in learning mathematics.

The Merriam – Webster Collegiate Dictionary (2000) defined anxiety that included the

doubt a person has about a situation and one’s capability to adequately respond to it.

Mathematics anxiety is considered a state-specific form of general anxiety. It can be classified

into two categories: the first one is low level anxiety in which students tend to use math anxiety

as a form of motivation; the second one is High level anxiety in which the students cannot

control the pressure of not being able to perform math better.

Students who are not bright in math just put themselves on pedestal of failing.

Furthermore, students tend to avoid mathematics or any activity involving math. Numbers are

everywhere, in every aspect of society. No one can avoid math. Thus math anxiety needs to be

conquered in order to progress towards their goal. Math is not hard, it needs hard work.

A. Schwarts stated in a quotation, “Too many students give up encountering difficulties

in math, when just trying a few strategies could mean the difference between succeeding and

failing”. Students must learn that there is no mathematics problem that cannot be solved. One

can solve through perseverance. Enjoying what you do will help give you the needed motivation

in solving mathematical problems. Furthermore, math anxiety can only conquer if one loves and

enjoys the subject.

The researchers decided to conduct this study to help educators and students understand

further math anxiety and its effect in the academic performance of the students. In addition, it
will greatly help in formulating correct strategies in order to teach students effectively. It will

help to uplift the quality of mathematics education in the country.

Statement of the Problem

The general problem of the study is: “How do the mathematics anxiety affect in the

academic performance of the students?”

Specifically, the study sought answers to the following questions:

1. What are the perceptions and teachers’ factors in mathematics anxiety?

2. How may the math anxiety of the students be described in terms of the following areas of

competencies;

2.1 emotional awareness,

2.2 emotional management,

2.3 self - motivation,

2.4 self - confidence, and

2.5 coaching others’ emotion?

3. What is the level of anxiety of the students in math?

4. What is the level of academic performance of the students in math?

5. Is there a significant relationship between teacher factors and perception in the

mathematics anxiety of the students?

6. Is there a significant relationship between the different competency and math anxiety?

7. Is there a significant relationship between the students’ level of math anxiety and their

academic performance?
Significance of the Study

In general, the results will contribute to the growing awareness and understanding of the

people concerned about math anxiety and its effects in the academic performance of high school

students. The study will also benefit the following:

School Administrators. As they perform their main duties as instructional leader in the

school, findings of the study can be utilized as input in designing their supervisory programs and

activities. This could include the influential perception of the students about mathematics on how

it could be translated into a positive one and how does it affect them that could bring the matter

of importance for the administrators to desire some scheme of strategies and support for the

teachers and value them as human resource of the school catering a well improved practice

through innovation and technology application.

Parents. Heightening their awareness on the significant role they perform in educating

their children will result a positive effect on the learning and understanding of students. The

continuous strengthening of the collaboration between the school and home will ascertain that

the learner is provided the desired support which is an advantage in order to sustain the interest

of the students to undertake the different learning activities in Mathematics.

Students. The students are the most beneficial of this study. The data yielded in the study

particularly on how math anxiety may significantly affect their understanding of Mathematics,

will be a great help in very much conducive for instruction. Knowing the right perception of

mathematics that is influential to their academic achievement could lead them to achieve better

academic performance. The student themselves could understand the flow of achieving better

leaning in mathematics and in their subjects in general.

 Mathematics teachers. The result of this study will serve as the basis of the mathematics

teachers to be more enlightened in the concept of their teaching of mathematics. This study will

also influence the teachers in the manifestation of their techniques for a more responsive and

dynamic approach needed by the student in learning mathematics. The strategies that could be

brought in the study may be introduced and may serve as a utility towards academic achievement

of the students.

Future Researchers. Other researchers in conceptualizing other studies can utilize the

findings of this study. Variables not investigated maybe considered for future researches.

Moreover, the literature in this study can be likewise be utilized in organizing the theoretical

framework of other studies to be undertaken in future.