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A research proposal submitted to the faculty of the Trece Martires City Senior High
School, Trece Martires City, Cavite in partial fulfillment of the requirements in Practical
Research. Prepared under the supervision of Mr. Pablo B. Matel
INTRODUCTION
mathematics. This condition is a specific and real fear of mathematics that causes
As we know, mathematics is one of the core subjects of the senior high school
curriculum because it helps students in their everyday living and it involves counting,
School gained increasing attention. In educational setting, Math ranks very close to the
The mathematics student can seriously hamper her or his performance by using
nervous and insecure towards mathematics. Many students who suffer from math anxiety
have little confidence in their ability to do mathematics and tend to skip or avoid the
Math anxiety has most often been explained according to in ability to perform
Academic Performance is the result of one student towards his/her subjects and it
CGPA/GPA (grade point average) and their expected GPA for the current semester. The
GPA is now used by most of the tertiary institutions as a convenient summary measure of
the academic performance of their students. The GPA is a better measurement because it
provides a greater insight into the relative level of performance of individuals and
Thus, this study will find the relationship of Math anxiety and the Academic
The study aims to determine the relationship between math anxiety and academic
performance of Grade 11 students in their 1st semester at Trece Martires City Senior
performance?
Conceptual Framework
This study focuses on the level of math anxiety and its relationship to students’
academic performance. The respondents of this study are the students of Trece Martires
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City Senior High School for school year 2018-2019. All students of Grade 11 are the
The Study involved the following strand in Trece Martires Senior High School; ,
Humanities and Social Science, Science Technology and Engineering, Accounting and
The researchers did not include the GAS and TVL students in this study because
they have the least subject Mathematics. Having one mathematics subject cannot trigger
their math anxiety. In addition, mostly of GAS and TVL students doesn’t mind their
Students. For the students to be aware that they posses this condition and for
Teachers. for the teacher's to help their students by changing the way they teach
Parents. for parents to be aware that their children developed this condition and
Administration. this study will benefit the administration for having a basis for
the future implementations or guidelines of programs that will help the situation of
Future Researchers. the next researchers may gain more information about math
anxiety and academic performance. The next generation researchers as a novice may take
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advantage in this study in future reference. For example, the researchers may need
information about the discussed topic; the researchers may apply this knowledge
gathered.
Definition of Terms
institution has achieve their short or long term educational goals (www.google.com). In
this study, it refers to the students overall grade in mathematics subject. The grade will be
group as follows.
Grade Interpretation
87-92 Good
81-86 Average
75-80 Satisfactory
(www.google.com). In this study, it refers to the condition of the students who are afraid
Score Interpretation
Sex. It refers to either of the two major forms of individuals that occur in many
species and that are distinguished respectively as female or male specially on the basis of
The purpose of this chapter is to summarize and analyze existing literature and
studies related to math anxiety and academic performance including the variables age and
sex.
In the study of Yeo et al. (2015); Baluglo (2010) and Ayatollah (2009) all used
greater numer of male respondents than male respondents in their researches while
PrimaVitasari et al. (2010) and Yee (2004) utilized more female than male in their
studies.
Mathematics Anxiety
In the study of Yeo et al. (2015), he utilized the level of Math anxiety: low
anxiety, average anxiety, and high anxiety. Results showed that both of genders were
having average anxiety level. Among low, average and high anxiety level, frequency of
(2004); Bidin et al. (2003) all found similar results. Zakaria (2012) The results showed
moderate level. Although the students are not in their national examination year, their
teacher always gives a monthly test. This finding supports a study conducted by Smith
(2004), which found that students experience anxiety when they know that a test or task
is coming. A test is an inevitable uncertainty and causes students to worry. This study
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was also supported by Bidin et al. (2003), who conducted a survey among Form three
students in Perlis, Malaysia and found that the students’ overall anxiety level was
moderate. In addition, Mehdizadeh et al. (2013) utilized the anxiety level of the students
in which MARS (Math Anxiety Rating Scale) was used to determine undergraduates’
anxiety level towards mathematics. Students were required to rate their levels of anxiety
on the tasks in which the dimensions used in the MARS (Math Anxiety Rating Scale) are
“not at all”, “a little”, “a fair amount”, “much”, or “very much” The results revealed that
anxiety among male and female students. In the study of Adamu, (2014), he utilized the
level of math anxiety: very high anxiety, high anxiety, moderately anxiety, low anxiety
and very low anxiety. Findings revealed that the higher the score students were obtained,
the higher the anxiety level students were having. In the opposite, the lower the scores
students were obtained; students were having low anxiety level. Some researchers have
argued that females have higher mathematics anxiety than males (Woodard, 2004;
Yuksel-Sahin, 2008; Karimi and Venkatesan, 2009; Khatoon and Mahmood, 2010). In
addition, female students are often labeled as shy and this characteristic can harm their
ability to learn. Male students were found to be more active in a wider range of social
activities than female students (Khatoon and Mahmood, 2010) were. Yuksel-Sahin
(2008) study on secondary school students in Turkey reported that the stereotypical view
of this issue has a powerful impact. Female students believed boys were blessed with the
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advantage of mastering mathematics, while the boys felt they were better able to perform
in mathematics when compared with their female counterparts. Such beliefs negatively
affect the ability of female students and their initial assumptions about mathematics
However, findings in this study contradicted to Khatoon & Mahmood (2010) and
Yuksel-Sahin (2008) study which showed that there was significant difference between
mathematics anxiety and gender where females were having higher mathematics anxiety
level compared to males. Males were more involved in those leisure activities, which can
help them to reduce anxiety level as compared to females; Stereotypical view was having
great impact on mathematics anxiety. Females think that males were able to perform
better in mathematics whereas male students have the thinking that they were able to
have higher achievement as compared to females. Thus, their thinking will cause females
to have higher anxiety compared to males, Yuksel-Sahin, (2008) findings showed that
most of the gender that was having mathematics anxiety level was males rather than
females.
Academic Performance
mathematical abilities and the attitudes, beliefs and feelings they harbor towards
many ways. Levine (2008) found that teachers with mathematics anxiety emphasize rule-
there is often limited classroom interaction, resulting in students questions not being
asked or answered, and knowledge presented as limited and confusing. Frequently, these
anxiety has been found to relate to mathematics performance of learners (Zakaira &
Nordin, 2008; karimi & Venkatesan,2009). Mathematics anxiety has been found to
and worries take the focus away from the mathematics tasks at hand. This makes it
difficult for individuals to think logically and results in increased errors and longer
processing times when solving problems mentally. In the long –term, mathematics
anxiety leads to decreased competence, reduced competition rates and lower and lower
academic performance in the subject found that learners with higher levels of
affecting memory and creating nervousness and an inability to concentrate found people
developing coping strategies for everyday life, and Brady and Bowd (2005) describe
Other study by Tapia (2004), Zakaria, and Nordin (2008) reported that learners
learners with some or higher anxiety. One of the factors attributable to mathematics
anxiety is a lack of confidence, which often leads to decreased motivation. Cited from
Julgin Senajonon
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mathematics anxiety and academic performance of the students. The results of the study
have revealed the significant relationship between mathematics anxiety and mathematics
performance. It means that students who have high mathematics anxiety tended to
perform fewer score in mathematics performance. Similar results were also obtained by
Devine (2012) she determine the gender differences in mathematics anxiety. Number of
secondary students included in the study was 433, which consisted of 165 females and
268 males. Type of instrument used in the study was Abbreviated Mathematics Anxiety
Scale. Findings of the study showed that there were relationship between mathematics
anxiety and mathematics performance. Opined that females can have better mathematics
performance than males. This was supported by Ayatollah (2009) regarding the
School Students. The results of the study have revealed significant relationship between
mathematics anxiety and mathematics performance. It means that students who have high
However, those who have low mathematics anxiety tended to perform high score in
mathematics.
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RESEARCH METHODOLOGY
This chapter presents the procedure that will be used in this study. It described the
research design, the respondents of the study, the research instrument, the data gathering
procedure and the statistical tools that will be employed in the analysis of data in
determining the relation of math anxiety and academic performance including the
variable sex.
Research Design
The descriptive correlational method will be used in order to describe the samples
under investigation, and to determine the relationship and differences between the
The descriptive design is appropriate for describing the level of math anxiety,
academic performance and the demographic profile of the respondents in terms of their
sex. The correlation design will used to determine the significant relationship and the
The predictor variable is the math anxiety. The criterion variable is academic
The respondents of the study will be the 207 senior high school students selected
from the total population of 431 students in the different strand in Trece Martires Senior
To arrive at the sample size, the researchers used the Slovin’s formula. The
computation resulted in a sample size of 207 students. After determining the sample size,
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the researchers used the stratified proportionate sampling procedure to distribute the
sample size to the different strand and finally chose the respondents systematically.
Stratified proportionate sampling was used to ensure that different groups of the
The researchers listed the different strand in senior high school in Trece Martires
Research Instrument
In order to collect data and provide answer to the research hypothesis, Student’s
Profile Questionnaire and Math Anxiety Questionnaire will be used by the researchers in
gathering data.
In the Student’s Profile Questionnaire, the researchers included three parts for
measuring variables that are related to the respondents. These are name (optional), strand
and sex.
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2006. This instrument will be adopted and modified in this study. It consists of 10
Data Gathering
The researchers will request permission from the principal and teachers as an
agreement for our data gathering to gather the data of student math anxiety.
Upon their approval, the researchers will start gathering data. For gather data for
the profile of the respondents, the researcher will administer the student math anxiety
questionnaire.
The researchers will administer the math Anxiety Questionnaire to the student of
accurately after the survey, the data will processed analyzed an interpreted using the
Data Analysis
For data analysis, the following statistical tools will be used. Mean, Frequency
The Significance of the differences and relationship will be tested at 0.05 levels.
Mean - This tool employed to determine the level of math anxiety and level of
academic performance.
Frequency and Percentage – These will be used to describe the profile of the
T -test - This statistical tool will utilize to find out the significant difference in
determine the significant relationship between math anxiety and academic performance.
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This chapter discusses the presentation and analysis of data based on the investigation
carried out on the math anxiety and academic performance of grade 11 students in Trece
\Martires Senior High School.
The results are presented according to the research question raised earlier as showing the
table below:
Level of Math Anxiety of the students. It can be observed in Table 3 that 90 (43.48%)
“High Anxiety” and 39 (18.84%) students had a “Low Anxiety”. Whereas, only 12
(5.80%) students had a “Very High Anxiety” and 4 (1.93) students had a “Very Low
Anxiety” in mathematics. That implies that the math anxiety of students is “Moderate
Legend:
93-100 Very Good
87-92 Good
81-86 Average
75-80 Satisfactory
74 and below Failed
Mean Standard P-
Deviation Coefficient Value
Math Anxiety 29.06 7.51 -0.550 0.000 Significant
Academic Performance 85.02 4.06
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REFERRENCE
http://psycnet.apa.org/buy/2012-04281-001
Yuksel-Sahin, F., 2008. Mathematics anxiety among 4th and 5th grade turkish
elementary school students. Int. Elect. J. Math. Educ., 3: 179-192. retrieve from
school students in India and its relationship to achievement in mathematics. Eur. J. Soc.
performance and academic hardiness in high school students. Int. J. Educ. Sci., 1: 33-37.
Cooperative Learning on Math Anxiety, Help Seeking Behavior. Journal of Basic and
https://www.hindawi.com/journals/edri/2017/1789084/
Usop, H. H., Hong, K. S., Sabri, N. A., & Tan, K. W. (2012). Factors Causing
http://www.rapidintellect.com/AEQweb/5may2690l4
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Ashcraft, M. H., Kirk, E.P. (2001). The relationship among math anxiety and
https://files.eric.ed.gov/fulltext/EJ1068595.pdf
Zakaria, E., Zain, N. M., Ahmad, N. A., & Erlina, A. (2012). Mathematics
https://www.sciencedirect.com/science/article/pii/S1877042809002808
https://www.tandfonline.com/doi/abs/10.1080/09751122.2009.11889973?src=recsys