1

CHAPTER I

INTRODUCTION

This chapter presents the background of the study, statements of the problem,

significance of the study and the scope and delimitations of the study.

Background of the Study

Anxiety is defined by Merriam Webster as an unnatural and overpowering sense

of apprehension and fear, typically accompanied by physiological symptoms (such as

perspiration, tension, and elevated pulse), doubt about the truth and nature of the

threat, and self-doubt about one's ability to cope with it.

Mathematics anxiety is characterized as feelings of stress and worry that

prevent people from manipulating numbers and solving mathematical issues in a

variety of everyday and academic contexts. Math anxiety can lead to forgetfulness and

a loss of self-confidence. According to Metje cited in Mubark Al-Shannaq study (2019),

mathematics is considered as an important service subject that provides students with

needed skill to succeed in their studies in many domains. Even in cases where

students by engineering, science and technology courses, generally may have the

ability to study mathematics and hold positive attitudes towards the subject.

In accordance with Fawaz and Samaha studies (2020), with the abrupt change

of instruction method from the face-to-face to e-learning method causing stressful

workload needed, a large portion of students has experienced anxiety and depression.
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Anxiety is a subjective feeling of apprehension, tension, nervousness, and worry

associated with the nervous system’s arousal, according to Spielberger as cited in

Vitasari et.al (2010). Based on what Huberty said cited in Mamolo study (2022),

highlighted that students’ behavior, cognition, and physiology are affected by anxiety,

have an impact on students’ academic performance and are a common problem

during student examinations.

A mild incidence of arithmetic aversion can soon develop into a severe case of

math anxiety. According to Shores cited in Rossnan study (2006), he explained how

the cycle begins with an anxious math student, convinced of their inability to do math,

might avoid the subject or put forth little effort, leaving significant gaps in their math

development. Difficulty mounts as the student confronts more advanced skills, causing

further anxiety and avoidance. In addition, Shores cited in Prodigy website (2019)

stated that unless math anxiety is confronted, it can turn into a permanent block. He

believed that, in addition to the help and support from the child’s family, teachers can

help chip away at this block by helping the student approach math with confidence.

The researchers believe that teachers and parents must work together to help

children to overcome their math anxiety. The message must be clear: math instruction

must remain positive, relevant, and concrete. Teachers must provide a safe and

encouraging environment for their students. In addition, parents should support their

children’s confidence by making everyday math connections in their lives.

Because math anxiety drives youngsters to fear math, it impedes a child's

capacity to make math a relevant part of their daily life. Many studies together with
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Rossnan cited in Prodigy website (2019), shows that millions of adults are blocked

from professional and personal opportunities because they fear or perform poorly in

mathematics for many; these negative experiences remain throughout their adult lives.

Suggested also that children who develop a math anxiety tend to fall into a

selfdefeating, self- perpetuating cycle. A math anxiety model was also outlined in the

studies, which shows how irrational beliefs can lead to anxiety, anxiety can lead to

protective behavior, and the long-term disadvantage of protective conduct can promote

illogical ideas. In this loop, and in the absence of any new strategies, children will

continue to feed their worry and irrational ideas.

When students attend online classes, their anxiety level rises even more.

According to Vitasari cited in Mamolo (2022), students with a high level of anxiety have

reduced memory span, loss of concentration and lack of confidence, and insufficient

reasoning power. Thus, Abdous (2019) highlighted that course expectations and

requirements should be clarified to ease this transition of face-to-face instruction to

online learning. The self-confidence and preparedness of online students to an

unfamiliar learning environment should be boosted. Furthermore, online instructors

should consider integrating learner-centered approaches and planned interventions to

lessen student anxiety resulting in higher student satisfaction. Although there are

several technologies and internet-related anxieties studies, they are relatively scarce

(Saade, 2017). Further study of online course experience on satisfaction and anxiety is

necessary.

Hence, it is challenging to explore the factors that cause mathematics anxiety in

the new normal in Señior High School students during blended learning modality.
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Beneficial information to learners, educators, and parents in exploring the factors that

cause mathematical anxiety is hope can be provided from the finding of this study.

Statement of the Problem

This study ascertains the mathematical anxiety of the grade 12 students in

HUMSS, STEM, ABM, and Sport Strands. Specifically, it sought answers to the

following problem:

1. What is the demographic profile of the respondents in terms of:

1.1 age;

1.2 sex; and,

1.3 monthly family income

2. What is the level of Mathematical anxiety of Grade 12 Señior High School

students in HUMSS, STEM, ABM, Sport Strands in terms of:

2.1 environmental aspect;

2.2 emotional aspect, and;

2.3 intellectual aspect

3. Is there significant relationship on the level of Mathematical anxiety of Grade

12 students with respect to the different categories in terms of their

demographic

profile.
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Significance of the Study

This research focused on the factors of Mathematical anxiety among Grade 12

Señior High School students in HUMSS, STEM, ABM, Sport Strands of Romblon

National High School. The results of the study will be of great benefit to the following:

Students. The first beneficiaries of this study about are the Grade 12 Señior

High School students in HUMSS, STEM, ABM, Sport Strands who shall further

enhance their mathematical skill for lifetime use.

Teachers. Those in the guidance can create and recreate educating to make

instructing and leading fun for both instructor and students. Also, teachers could

provide strategies that will motivate students learn mathematics.

School Administrators. As a stakeholder in an educational institution, the

findings of this research can help them visualize the recurring issues and challenges

that student encounter when coping with mathematics anxiety. They may be able to

propose solutions to the school stakeholders' issues and concerns.

Curriculum Planners. Those who are concerned in crafting the curriculum shall

encompass big findings of this study about to enrich similarly the subject for

newbies benefits.

Parents. They will be assured that their teenagers analyzed in the faculty and

that their teachers supply their best in instructing and guiding their sons/daughters.

Future Researchers. This research will offer them with significant information

and conclusions that will help them with future investigations. They may potentially

use the findings of this study in future attempts.

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Scope and Delimitation

The scope of this study involves one high school in the Municipality of Romblon.

The study focuses only on the level of Math anxiety in the Grade 12 Señior High

School students in Romblon National High School. The researcher wanted to explore

the level of Math anxiety of students. The respondents of the study were the Grade 12

Señior high school students who are currently enrolled in Romblon National High

School. Two hundred sixty-three (263) students in the twelfth (12) Grade who are

presently taking the Humanities and Social Sciences (HUMSS), Science, Technology,

Engineering, and Math (STEM), Accounting, Business and Management (ABM), and

Sport strand of Romblon National High School is the desired sample size. Fewer than

30 participants would limit the statistics to frequencies and measures of central

tendencies.
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CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter includes synopses of literature and studies related to the present

study. They were cited to enrich and substantiate the data of this study.

Related Literature and Studies

According to the study of Nida et. al (2020), mathematics is one of the universal

sciences that underlies the development of modern technology today and has an

important role as a means of solving life problems. Mathematics contains definitions, a

set of assumptions, postulates, axioms and theorems or propositions that are used to

solve mathematical problems. In solving mathematical problems, mathematical

thinking skill is needed. Mathematical thinking skill is a thought process that involves

the ability to collect information both deductively and inductively, analyze information,

and generalize to develop understanding and gain new knowledge.

Mathematical thinking skill is divided into two kinds, namely low thinking skills (LOTS)

and high thinking skills (HOTS).

Mathematics is part of every curriculum is also the discipline that causes anxiety
at the same time. Dreger and Aiken cited in Eslit (2018) introduced mathematics
anxiety as a new term to describe students’ attitudinal difficulties with mathematics,
and defined it as the presence of a syndrome of but emotional reactions to
mathematics, but Richardson and Suinn’s cited in Eslit (2018) definition is commonly
used. Accordingly, math anxiety is a tension and anxiety on manipulating numbers and
solving mathematical problems. The negative feelings towards mathematics and
reluctance to participate in math activities is more prevalent in middle school, providing
a challenge to teachers (Calder & Campbell, 2015; Hilmi & Hamzah, 2016; Willacy &
Calder, 2017). In fact, in 2012, Yahya and Fasasi claimed that fear in mathematics is
an academic infection and the faces of the students in the classes show the signs of
 8

this anxiety. They have shown motivational difficulties or do not possess a positive
attitude toward the subject.
Suarez, Pena and Colome (2015) said that typically, math phobias are

developed when math is presented to the students in such a fashion that it has led to

circumscribed understanding and makes it even more confusing. Much has been

written about math anxiety, which can be described as reluctance to engage in, and

trepidation of, mathematics-cognate activities. Individuals who exhibit such

apprehensiveness do not relish doing arithmetic, concretely in public. They agonize

over arithmetic, apologize for their lack of adeptness and evade association with

mathematics.

A study by Erin et al. (2012) demonstrated evidence that the relation between

sex and mathematical anxiety is mediated by spatial processing ability. In their study,

female students have higher level of mathematics anxiety. They found that

mathematics anxiety has different level of anxiety among male and female students. In

addition, Brenda et al. (2013) believed that gender difference in mathematical anxiety

might be differing in different culture.

One factor that showed up consistently in a study of math anxiety in different

grade levels was gender bias. Many teachers promote the false idea that females

cannot perform as well as males in mathematics (Jackson & Leffingwell, 1999). They

do not believe that girls are as capable of succeeding in mathematics as boys.

Teachers who promote this idea cause girls to give up without even trying. Sometimes

teachers are more willing to help males than females, and sometimes teachers even

tell students that girls do not need to learn mathematics.

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Math anxiety and its relationship to math performance are complicated by social

and contextual factors. Anxiety among teachers about math and in the classroom.

Non-negligible social or contextual elements that may alter the math anxiety-math

performance relationship include activities, parental math anxiety, support and

expectations, and kids' perceived classroom atmosphere. Teachers and parents serve

as role models for children; their attitudes toward Math, as well as their abilities to

teach it, may have an indirect impact on students' math anxiety and performance.

Female teachers, for example, may pass on their arithmetic anxiety to their female

pupils, increasing the risk of adopting gender-related stereotypes and lowering

students' math performance (Chang & Beilock, 2016).

Math Anxiety in Intellectual Aspect

According to Zacaria and Nordina cited in Eslit (2018). Mathematics anxiety has

been found to decrease the efficiency of an individual’s working memory because

intrusive thoughts and worries take the focus away from the mathematics at hand. This

scheme makes it difficult for individuals to think logically, increased errors and longer

processing times when mentally solving problems. In the long term, mathematics

anxiety leads to decreased competence reduced completion rates and lower academic

performance in the subject.

Mathematics anxiety is a complex multidimensional construct because many

factors can cause anxiety (Devine, 2018). According to Lyons and Beilock cited in

Mamolo (2021), mathematics anxiety affects students’ cognitive functioning, hindering

them from learning mathematics. Brewster and Miller (2020) shared that student may
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feel tense and anxious when shared with numbers in a mathematics class or when told

to execute mathematical calculations. This is one reason a false measurement of the

individual’s mathematics ability may arise.

Dizon (2013) stated that anxiety is a common feature in day-to-day human

experiences that typically results to abnormal behavior. Thus, anxiety being a

characteristic of most forms of mental or psychological disorders does not come as a

surprise. According to Dizon (2013), anxiety disorders are characterized by

experience of physiological arousal, apprehension or feeling of dread, hyper

vigilance, avoidance, and sometimes, a specific fear or phobia and come in several

common forms such as Somatoform and dissociative disorders, sexual

disorders, mood disorders, Schizophrenic and related psychotic disorders,

development-related disorders, substance-related disorders and disorders of

selfcontrol.

Math Anxiety in Emotional Aspect

In the 2012 report of the Programme for International Student Assessment

(PISA), 33% of 15-year-old students had mathematics anxiety when executing

mathematical tasks. However, data presented by the PISA were based on students’

self-reported feelings of math anxiety compared to their actual mathematics anxiety;

hence, the actual percentage of students who have mathematics anxiety is unknown.

In providing a comprehensive understanding of mathematics anxiety, theories from

education, psychology, and neuroscience have progressed (Buckley 2016). Despite

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the current advances, deficit theory by Tobias cited in study of Mamolo (2022) is one of

the widely utilized theories describing mathematics anxiety. The deficit theory claimed

that poor performance in mathematics possibly resulting from learning disabilities such

as dyscalculia, attention deficit hyperactivity disorder (ADHD), and students’ prior poor

performance in mathematics can lead to mathematics anxiety. If the learners’

mathematics anxiety is associated with the deficit theory and the learners do not

receive mathematics intervention, their learning declines exponentially in the following

years compared to the students’ age-appropriate peers (Brewster 2020).

According to Wondimu et al. (2012) in their study, the uneasy feeling such as

panic, clueless and helplessness when working on something related to mathematics

tends to affect the mathematical performance especially for students.

Math Anxiety in Environmental Aspect

Parents and friends’ involvement in study techniques could be an influencing factor for

students’ participation in mathematics course positively in higher level institution.

According to Aarnos and Perkkila cited in Wahid (2013), mathematic anxiety can be

caused by environmental factor. He stated that negative experience with parents or

teachers in viewing mathematical might affect their children as negative attitudes and

beliefs. This finding supported by Maryam et al. (2010) describes that students will

affect mathematic attitudes such as try to avoid mathematic course with negative
 12

attitudes and belief in mathematics. This will result their ability to successful to

complete mathematical problems. It also can affect the performance of students in

academic field with a mathematical component as mentioned by Nunez-Pena et al.

(2013). Their study assessed that the effect of mathematical anxiety and negative

attitudes towards mathematics in academic performance found that the student who

experienced mathematical anxiety will badly affected their performance in

mathematics.

According to Aarnos and Perkkila (2012) study, mathematic anxiety can be

caused by environmental factor. He stated that negative experience with parents or

teachers in viewing mathematical might affect their children as negative attitudes and

beliefs. This finding supported by Maryam et al. (2010) describes that student will

affect mathematic attitudes such as try to avoid mathematic course with negative

attitudes and belief in mathematics. This will result their ability to successful to

complete mathematical problems. It also can affect the performance of students in

academic field with a mathematical component as mentioned by Nunez-Pena et al.

(2013). Parents that are afraid of mathematics pass that on to their students and

children (Furner & Duffy, 2002). It could be very difficult for students to like

mathematics when their parents did not do well in mathematics themselves, and thus

do not understand it or do not think it is important. Students could see their parents as

having a job and doing well without a great love for mathematics and think that they

will be successful without an appreciation of mathematics as well. Their study

assessed that the effect of mathematical anxiety and negative attitudes towards
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mathematics in academic performance found that the student who experienced

mathematical anxiety will badly affected their performance in mathematics.

In accordance with Bondoc study as published in MAESTRA (2020),

Professional Journal for, by, of teachers, revealed that the students’ level of anxiety

and performance in Mathematics were being influenced by many factors. It included

the student’s sex, course, family income, and parent’s educational attainments. In his

study, showed that the most of the respondents feared Mathematics in times of

preparing for a Mathematics Test. Students became more anxious in Mathematics

because of Mathematics tests and written assessment. His study noticed that

noneducation students did not perform well in their Mathematics subjects compared to

education students. This was because some education students were major in

Mathematics and were exposed to different Mathematics subjects. It was also found

out that female respondents were more anxious in Mathematics and had low

performance in Mathematics than males. Study showed that the age and the school

where the respondents graduated their secondary education were significantly related

to the levels of their anxiety and performance in Mathematics. Positive values meant

that the non-education students had a high level of anxiety and a low level of

performance in Mathematics.

Devine et al. (2012), specified Mathematics Anxiety (MA) as a state of unrest

caused by performing mathematical tasks and which is manifested through feelings of

apprehension, aversion, stress, worry, frustration and fear, also point out that

environmental factors (negative experiences in class), intellectual (degree of thought),

and personality (self-esteem, learning style, attitude and confidence) influence to

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generate this feeling in students and therefore students are unable to develop their full

capacity.

CONCEPTUAL FRAMEWORK

Figure 1 shows the schematic diagram between the Independent Variable and

Dependent Variable.

To determine the different factors affecting students’ math anxiety of Grade 12

High School Students in the secondary schools in the District of Romblon will be the

aim of this study.

RESEARCH PARADIGM

Independent Variable Dependent Variable

Demographic Profile:
1. Age
2. Gender
3. Monthly family Student’s Math Anxiety
income
Aspects:
1. Environment
2. Emotional
3. Intellectual

Figure 1: Schematic Diagram between the Independent Variable and Dependent

Variable

HYPOTHESIS

The researcher hypothesized that:

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2. There is no significant relationship on the level of mathematical anxiety of

Grade 12 students with respect to the different categories in terms of their

demographic profile.

DEFINITION OF TERMS

The following terms used in the study are defined operationally and conceptually for

better perspective and understanding.

Age. According to Merriam Webster Dictionary, age is the length of an existence

extending from the beginning to any given time.

It refers to the number of years of existence of the respondents since birth.

Environment. According to Cambridge Dictionary it is the air, water, and land in or on

which people, animals, and plants live.

It refers to one of the variables referring on mathematical anxiety which could

be classroom situation, teachers’ attitudes, classmates, family and the natural diversity

of the respondents

Gender. According to Merriam Webster Dictionary, gender refers to subclass within a

grammatical class (such as noun, pronoun, adjective, or verb) of a language that is

partly arbitrary but also partly based on distinguishable characteristics (such as shape,

social rank, manner of existence, or sex) and that determines agreement with and

selection of other words or grammatical forms.

It refers to whether the respondents are male or female.

Grade 12 students. According Wikipedia, Grade 12 is the second and final year of

the Senior High School educational stage under the new K–12 program introduced in

2011.
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It refers to the subject of the study.

Intellectual. It refers to cognitive ability of the students in mathematics.

According to Collins English Dictionary, Intellectual means involving a person’s ability

to think and to understand ideas and information.

Mathematical anxiety. Mathematics anxiety can be manifested as feeling of

apprehension, dislike, tension, worry, frustration, and fear. According to Wikipedia,

Mathematical anxiety, also known as Math phobia, is anxiety about one’s ability to do

mathematics.

It refers to the state of discomfort caused by performing mathematical tasks.

Monthly Family Income. According to Bank Rate, monthly family income is the total

amount of money earned by every member of a single household.

This refers to the combined revenue of parents taken from their major source of

livelihood.

Emotional. According to Oxford Dictionary, emotional refers to the natural instinctive

state of mind deriving from one’s circumstances, mood, or relationships with others.

This refers to one of the factors on Mathematics anxiety which could be

contributory like natural traits of the person.

Teacher. According to Wikipedia, a teacher, also called a schoolteacher or formally

an educator, is a person who helps students to acquire knowledge, competence or

virtue.

This refers to the person engaged in teaching in the elementary level whose

mission is to teach children to developed skills to function in society.

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CHAPTER III

RESEARCH METHODOLOGY

This chapter outlines the research methodology used to collect the primary data. It

explains the research design used in this study, research method, research

instrument, time and locale of the study, sampling procedure, population and sample

of the study, formulation of research instrument, data collection and sources, data

analysis and validity and reliability are also presented. This study was conducted in the

Romblon National High School in the Grade 12 students.

Research Design

In order to obtain the necessary data to be analyzed, the research design that

the researcher used in this study was descriptive-correlation design. Descriptive

design was be used to describe the demographic profile of the students. Correlation

method was employed to test the significant relationship between level of Math anxiety

and the respondents' demographic profile. It was also both qualitative and quantitative

in nature. Qualitative when we asked for the demographic profile of the respondents
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like sex, etc... And quantitative when we asked for the degree of the Math anxiety of

each respondent have.

Research Method

To gather data from the respondents, the researchers asked the Principal of

Romblon National High School for permission to conduct the study in the said school.

After approval the researchers asked for the Grade 12 population and their respective

strand and location. The researchers then gave one shot survey questionnaire to the

selected respondents. It was done through house to house visit to the respondents'

location.

Research Locale and Time of the Study

This research study took place at the Romblon National High School, found in the

Barangay Bagacay, Tarifa street Romblon, Romblon in March S.Y. 2021-2022.

Municipality of Romblon lies on the South of Marinduque and Quezon, east of

Mindoro, north of Aklan and west of Masbate.

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Figure 2. Map Showing the Location of the Study Research Instrument

Questionnaire was used as the main data gathering instrument in this study.

The questionnaires were classified into two set, the first one was the demographic

profile of the respondents and the second set will be about the respondents Math

anxiety in respect to their environment, personal and intellectual aspect. In the second

part, the researchers will used “Likert Scale”, a 5 point-scale to sum up the responses

to several Likert Items. Likert Items are the statements that the respondent is asked to

evaluate the survey. The respondents must rate each Likert items with SA-Strong

Agree (5), A-Agree (4), FA-Fairly Agree (3), D-Disagree (2), and SD-Strongly Disagree

(1).
SCALE RANGE VERBAL DESCRIPTION
1 1-1.50 Strongly Disagree
2 1.51-2.50 Disagree
3 2.51-3.50 Fairly Agree
4 3.51-4.50 Agree
5 4.51-5.0 Strongly Agree

Population and Sample of the Study

The respondents of this study were the Grade-12 STEM Senior High School

students of Romblon National High School, School Year 2021-2022. The selected

respondents of our study are selected through stratified simple random sampling

method. First, the researchers get the sample size using the Slovin's formula and get a

total of 263 respondents out of 764 total populations. Out of 263 respondents, 199 of

them were from HUMMS, 37 from STEM, 22 from ABM and 5 from SPORTS strand.
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After grouping them the researchers then select the respondents using simple random

sampling method from each stratum.

Formulation of the Instrument

The researcher has discussed and brainstormed about the needed

questionnaire. In order to be effective, the questionnaire will be corrected by three

experts’ teachers in Romblon State University.

Validity and Reliability of the Instrument

The researcher made a validity form following the validity form standard. Three

expert validators from RSU-Romblon campus asked to validate the questionnaire

using content validity. Research question have been maintained, edited and deleted

based upon the validation of the three experts. To measure the reliability of the

questionnaire, the researcher conducted a pilot testing at Agnipa National High School.

The researcher will be used Cronbach’s Alpha Test to examine the reliability of the

questionnaire.

Data Collection and Source of Data

The researcher made a letter asking for permission of Mrs. Rosemarie M.

Mangaring -the principal of Romblon National High School to conduct a study in said

school. Upon confirmation, the researchers asked for the respondents' strand and

location on their database. The researchers drove to location of the selected

respondents and gave them one shot survey questionnaire to gather the data needed.
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Method of Data Processing and Analysis

Categorization of Data. The collected data was categorized into parts namely:

sex, age, monthly family income, the level of Mathematical anxiety of Grade 12

students in the STEM Strand with respect to: environment; personal; and, intellectual,

and the significant relationship on the level of Mathematical anxiety of Grade 12

students with respect to the different categories in terms of their demographic

profile.

Encoding of Data. After the data were categorized, they will be encoded to the

Microsoft Excel and then converted into Statistical Package for Social Science (SPSS)

format.

Tabulation of Data. The data were tabulated in frequency distribution for

presentation. Analysis and interpretation of data were done using SPSS. The following

are the statistical measure will be utilized to present, analyze and interpret the data.

Percentage: This was used to convert the frequency to present for better

interpretation of the frequency distribution.

Pearson r: This was used to determine whether there is a significant relationship on

the level of Mathematical anxiety of Grade 12 students with respect to the different

categories in terms of their demographic profile.

Weighted Mean. This was used to find the average survey results of the

following: environment, personal and intellectual level of the respondents toward math

anxiety.
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CHAPTER IV

RESULTS AND DISCUSSION

This chapter includes results and discussion of the data gathered about the

study. The sequence of the results was based on the statement the problem in

Chapter I.

Demographic Profile of the respondents

As reflected in the table 1, 263 Grade 12 students of Romblon National

Highschool participated in the study, 132 (50.2%) are male while 131 (49.8%) are

female. For the age, majority or 204 (77.57%) are aged 17-18 years old, 52 (19.77%)

are aged 19-20 years old and 7 (2.66%) are aged 21-22 years old. For the monthly

family income of the students' parents, majority of the them or 132 (50.19%) earned

Php 5,000 - Php 10,000 monthly, 85 (32.32%) earned Php 11,000 - Php 16,000

monthly, 28 (10.65%) earned Php 17,000 - Php 22,000 monthly, 18 (6.84%) earned

Php 23,000 - Php 27,000 monthly while none of them or 0 (0%) earned Php 27,000

and above.

Table 1. Demographic Profile of the respondents

Respondents Profile N %
Sex
Male 132 50.2
Female 131 49.8

Total 263 100

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Age
17 – 18 years old 204 77.57
19 - 20 years old 52 19.77
21 – 22 years old 7 2.66

Total 263 100

Monthly income
5,000 – 10,000 132 50.19
11,000 – 16,000 85 32.32
17,000 – 22,000 28 10.65
23, 000 – 27,000 18 6.84
27,000 above 0 0

Total 263 100

Level of Math anxiety of Grade-12 students in respect to Emotional,

Environmental and Intellectual Aspect

Table 2 show the level of Math anxiety of the Grade 12 students of Romblon

National High school. The overall weighted mean of 2.94 interpreted as moderate

explains that the Grade 12 students of Romblon National High school have moderate

amount of anxiety regarding Math. It was also manifested the level of Math anxiety in

following three distinct aspect of Math anxiety: Emotional aspect with weighted mean

of 2.64 that can be interpreted as "Fairly Agree" and "Moderate" level of Math anxiety;

Environmental aspect with 4 weighted mean of 2.78 that can be interpreted as "Fairly

Agree" and "Moderate" level of Math anxiety; and Intellectual aspect with weighted
 26

mean of 3.41 that can be interpreted as "Fairly Agree" and "High" level of Math

anxiety.

Table 2: Level of Math anxiety of Grade-12 students

1. Aspect
Weighted Mean DI Level
Emotional 2.64 Fairly Agree Moderate
Environmental 2.78 Fairly Agree Moderate
Intellectual 3.41 Fairly Agree High

Overall Weighted Mean 2.94 Fairly Agree Moderate

Mean Range: 4.21-5.00- Extremely High, 3.41-4.20- High, 2.61-3.40- Moderate, 1.81-2.60- Low, 1.00-1.80- Very Low

Correlation between level of Math anxiety and respondent’s demographic profile

The above table 3 disclosed that the respondents' age and monthly family income

showed no significant relationship to the level of Math anxiety as evidenced by its

obtained (rs(263)= .110, p=.074) for age and (rs(263)= .035, p= .572) for monthly

family income, hence, null hypothesis are accepted. However, on the respondents'

sex, it was found out that there is a significant relationship existed as evidently shown

by the obtained (rs(263)= -.127, p= .041) for sex, thus, null hypothesis are rejected.

Table 3. Correlation between level of Math anxiety and respondents

demographic profile

Variable Coefficient Sig. (2 Tailed) Interpretation

Level of Math Anxiety

Sex -.127* .041 S

Age .110 .074 NS
Monthly Family income .035 .572 NS

*. Correlation is significant at the 0.05 level (2-tailed)

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S= Significant

NS= Not Significant

CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of the findings, conclusion drawn and

recommendation advanced by the researchers.

Summary of Findings

Based on the gathered data, the following findings were disclosed:

1. The number of male and female respondents is almost equal. However, in

terms of their age majority of them aged 17-18 years old and came from family earning

Php 5,000 - Php 10,000 monthly.

2. Level of Math anxiety in terms of; emotional aspect attained a weighted mean of

2.64 that described as moderate level of Math anxiety, environmental aspect attained

a weighted mean of 2.78 that described as moderate level of Math anxiety and

intellectual aspects attained an weighted mean of 3.41 that described as high level of

Math anxiety. The overall mean of Math anxiety attained 2.94 that described as

moderate level of Math anxiety.

3. Age and family monthly income are not significantly related to Math anxiety;

however, sex is significantly related to Math anxiety.

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Conclusion

Based on the results of the study, the following conclusions can be drawen:

1. Most of the students of Grade 12 students of Romblon National High School are

young and from low income family.

2. The level of Math anxiety in Grade 12 students of Romblon National High School in

the new normal is in moderate level for emotional and environmental aspect while

high level for intellectual aspect.

3. Math anxiety is significantly affected by the sex of the students.

Recommendations

In the light of preceding findings, conclusion and implications set forth in this study the

following recommendations are hereby forwarded:

1. Students who are younger and came from low income families should not

stereotypes that Mathematics is not for them because based on the results age and

monthly family income doesn't significantly affect their Math anxiety.

2. Principals and teachers of the school must make programs and activities relating to

Math where the students will feel that Math is fun like Math camps and Math games.

They must also need to plans for some actions to reduce the level of Math anxiety of

the students.

3. As sex is related to Math anxiety significantly, it is advisable to teachers specially in

Math to monitor female students as they tend to develop Math anxiety more often.

Female students with low mathematics achievement will be more likely to develop
 29

mathematics anxiety and poor mathematics attitudes than will low-achieving boys. As

for the reason that girls are more sensitive than to carefree boys. Teachers must be

observant closely to girls students regarding to Math subject.

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 31

APPENDIX A

LETTER TO THE VALIDATORS

Romblon State University

College of Arts, Science and Technology

Madam/Sir,

Greetings,

My team in Romblon State University is planning to conduct a study entitled MATH ANXIETY IN THE
NEW NORMAL: A STUDY AMONG SENIOR HIGH SCHOOL STUDENTS BLENDED LEARNING
MODALITY as course requirements in the degree-Bachelor of Secondary Education.

Knowing you as expert in this field, we would like to ask your assistance in validating the research
instrument. Kindly affix your comments or suggestions to improve its contents.

Attached herewith are the validation form and the statement of the problem for your reference.

Your approval and support to this humble request will be highly appreciated.

Thank you very much.

Respectfully yours,

(Sgd) EMMANUEL D. SANO (Sgd) ALHEA ANNE MACABATA

(Sgd) MARY GIAN M. FRANCISCO (Sgd) JOHN IRYZAR M. TORRE
(Sgd) JHON PAUL M. MIÑON

Noted:

(Sgd) James Russell Esquerra

Thesis Adviser

Approved/Disapproved:
 32

(Sgd) Amaranth M. Wong

Thesis Validator

APPENDIX B

INSTRUMENT VALIDATION FORM

Please use the following scale in validating the content of the instrument.

1 – omit 2 – revise 3 – related but rephrase 4 - relevance

Statements 1 2 3 4 Comments/Suggestions
Emotional Aspect
I feel like I have no control over my grades in
math
I feel my heart race when doing or thinking
about math
I get emotionally upset when doing or
thinking about math
I get sweaty or clammy hands when doing or
thinking about math
I feel butterflies in my stomach when doing or
thinking about math
My stomach gets physically upset when doing
or thinking about math
My muscles feel tense and I feel stiff when
doing or thinking about math
I have trouble sleeping after working on math
or the night before math class or a math test.
I feel like I have to urinate more frequently
when in math class or working on a math
assignment or test.
 33

I get headaches or neck stiffness when doing

or thinking about math.

Environmental Aspect
My parents did not encourage me to study
mathematics.
I am not afraid to my mathematics teacher.
My math teacher was not approachable.
The location of my house did not affect my
study in math.
I did not have a strong internet connection in
the house.
Parent’s pressure to excel in mathematics
above other subject gives burden to me as a
student.
My friends pressure gives me burden to excel
in math.
I am afraid that my classmates will get a
higher score than me in the math exams.
The school did not provide enough learning
materials in math subject.
There is always unnecessary noise when I am
studying.

Intellectual Aspect
Mathematics is the most difficult subject for
me.
The language of algebra is extremely abstract.
I am not good in memorizing math formulas,
graphs and tables.
Calculus is very difficult to understand.
The complexity of solving mathematical
equation causes me to dislike math.
Using English language as a medium of
instruction contribute to the difficulty of the
subject.
I am not good in understanding math
problems.
It takes me a lot of time to solve a problem in
calculus.
 34

The statistical math problems give me a

feeling of discomfort.
I worry when my teacher asked me some
questions to find out how much I know about
math.
Validated by: _____________________________
Signature over printed name
APPENDIX C

VALIDATION FORM MATH ANXIETY IN THE NEW NORMAL: A

STUDY AMONG SEÑIOR HIGH SCHOOL STUDENTS DURING
BLENDED LEARNING MODALITY

Profile of Validators

Age: Sex:
Address:

Educational Attainment
Level Name of School Course
College
Master's
Doctoral

Current Work
Agency/Department:
Current Position:
Years of Service:
 35

APPENDIX D

VALIDATORS' PROFILE

EXPERT 1
Age: 24
Agency/Department: ROMBLON STATE UNIVERSITY
Current Position: LECTURER 1
Educational Attainment: BACHELOR OF SECONDARY EDUCATION
(Mathematics)
No. of Years in Service: 2 YEARS

EXPERT 2

Age: 26
Agency/Department: ROMBLON STATE UNIVERSITY
Current Position: LECTURER 1
Educational Attainment: BACHELOR OF SECONDARY EDUCATION
(English)
No. of Years in Service: 3 YEARS

EXPERT 3

Age: 40
 36

Agency/Department: ROMBLON STATE UNIVERSITY

Current Position: PROFESSOR
Educational Attainment: DOCTOR IN PHILOSOPHY
No. of Years in Service: 10 YEARS

APPENDIX E

LETTER ASKING PERMISSION TO CONDUCT THE STUDY

Romblon State University School of Arts, Science and Technology

Romblon Campus
Madam/Sir,

Greetings!

We, the researchers from Romblon State University – Romblon Campus, are planning
to conduct a study entitled: MATH ANXIETY IN THE NEW NORMAL: A
STUDY AMONG SENIOR HIGH SCHOOL STUDENTS BLENDED LEARNING
MODALITY as course requirements in the degree of Bachelor of Secondary
Education.

Our respondents are the senior high school students at Romblon National High
School. In line with this, we would like to ask permission to allow us to do a survey with
the senior high school students as respondents for our study.

Your approval and support of this humble request will be highly appreciated.
Thank you very much and Godspeed.

Respectfully yours,

(Sgd) EMMANUEL D. SANO (Sgd) ALHEA ANNE MACABATA

(Sgd) MARY GIAN M. FRANCISCO (Sgd) JOHN IRYZAR M. TORRE
(Sgd) JHON PAUL M. MIÑON
 37

Noted:

(Sgd) JAMES RUSSELL M. ESQUERRA, LPT

Thesis Adviser

Approved:

(Sgd) ROSEMARIE M. MANGARING

Principal II
Romblon National High School

APPENDIX F

QUESTIONNAIRES FOR THE RESPONDENTS

PART I
Name: (Optional)
Grade & Section:

Directions: Please put a check (✔) in the box corresponding to the options suited to
your answer.

Sex:  Male  Female

Age:  17-18  19-20  21-22

Monthly Family Income:

 5,000 – 10,000 pesos
 11,000 – 16,000 pesos
 17,000 – 22, 000 pesos
 23, 000 – 27, 000 pesos
 38

 27, 000 pesos and above

PART II
Directions: The following are some of the characteristics of the students when dealing
with Math subjects and Math problems. Read carefully each item and indicate a check
mark (✔) in the box that will correspond to your answer.

CODE Descriptive Interpretation

5 Strongly Agree
4 Agree
3 Fairly Agree
2 Disagree
1 Strongly Disagree

S/N A. PERSONAL 5 4 3 2 1
He/She feels like he/she have no control
1
over his/her grades in Math.
He/She gets clammy hands when
2
thinking or doing Math.
He/She gets emotionally upset when
3
thinking or doing Math.
He/She gets upset stomach when
4
thinking or doing Math.
He/She feels nauseous/vomiting when
5
thinking or doing Math.
His/Her muscles feels tense and stiff
6
when thinking or doing Math
He/She has trouble sleeping after
7 working Math or the night before Math
class or Math test
He/She feels to urinate more frequently
8 when in Math class or doing Math test or
assignment
He/She gets headache or stiff neck when
9
thinking or doing Math.
He/She feels unconfident when dealing
10
Math.

S/N B. ENVIRONMENT 5 4 3 2 1
His/Her parents did not encourage
1
him/her to study Mathematics.
 39

He/She is afraid to his/her Mathematics

2
teacher.
His/Her Math teacher is
3
not approachable.
The location of his/her house did affect
4
his/her study in Math negatively.
He/She does not have a strong internet
5
connection in the his/her house.
Parent’s pressure to excel in
6 Mathematics above other subject gives
burden to him/her as a student.
His/Her friends pressure gives him/her
7
burden to excel in Math.
He/She is afraid that his/her classmates
8 will get a higher score than him/her in
the Math exams.
The school did not provide enough
9
learning materials in Math subject.
There is always unnecessary noise when
10
he/she is studying Math.

S/N C. INTELLECTUAL 5 4 3 2 1
Mathematics is the most difficult subject
1
for him/her.
The language of Algebra is extremely
2
abstract.
He/She is not good in memorizing Math
3
formulas, graphs and tables.
4 Math is very difficult to understand.
The complexity of solving mathematical
5
equation causes him/her to dislike math.
Using English language as a medium of
6 instruction contribute to the difficulty of
the Math subject.
He/She is not good in understanding
7
Math problems.
It takes him/her a lot of time to solve a
8
problem in Math.
The statistical Math problems give
9
him/her a feeling of discomfort.
He/She worries when his/her teacher
10 asked him/her some questions to find
 40

out how much I know about Math.

APPENDIX G

CODING SHEET
41
42
 43

CODING MANUAL

Variable Code Label

I. Demographic Profile
Sex (S) 1 Male
2 Female
Age (A) 1 17-18 yrs old
2 19-20 yrs old
3 21-22 yrs old
Monthly Family Income (MFI) 1 5,000 – 10,000 pesos
2 11,000 – 16,000 pesos
3 17,000 – 22, 000 pesos
4 23, 000 – 27, 000 pesos
5 27, 000 pesos and above
II. Level of Math Anxiety
Emotional (EM)
1 Strongly Disagree
2 Disagree
3 Fairly Agree
4 Agree
5 Strongly Agree
Environmental (EN)
1 Strongly Disagree
2 Disagree
3 Fairly Agree
4 Agree
5 Strongly Agree
 44

Intellectual (IN)
1 Strongly Disagree
2 Disagree
3 Fairly Agree
4 Agree
5 Strongly Agree
 45

APPENDIX H

COMPUTER GENERATED STATISTICAL RESULT (SPSS)

Demographic Profile of the respondents

Sex
Frequency Percent Valid Percent Cumulative
Percent

Valid Male 132 50.2 50.2 50.2

Female 131 49.8 49.8 100.0
Total 263 100.0 100.0

Age

Frequency Percent Valid Percent Cumulative

Percent

Valid 17 - 18 yrs old 204 77.57 77.57 77.57

19 -20 yrs old 52 19.77 19.77 97.34
21 -22 yrs old 7 2.66 2.66 100.0
Total 263 100.0 100.0

Monthly Family Income

Frequency Percent Valid Cumulative
Percent Percent
Valid 5,000-10,000 pesos 132 50.19 50.19 50.19
11,000-16,000 pesos 85 32.32 32.32 82.51
17,000-22,000 pesos 28 10.65 10.65 93.16
23,000-27,000 pesos 18 6.84 6.84 100.0
27,000 above 0 0.0 0.0 100.0 Total 263 100.0 100.0

Level of Math Anxiety

Aspects N Mean
 46

Emotional 263 2.64

Environmental 263 2.78
Intellectual 263 3.42
Total weighted mean = 2.94

Correlation
LEVEL_OF_MA SEX

LEVEL_OF_MA Pearson Correlation 1.000 -.127*

Sig. (2-tailed) .041
N 263 263
SEX Pearson Correlation -.127* 1.000
Sig. (2-tailed) .041
N 263 263

*. Correlation is significant at the level 0.05 level (2-tailed)

Correlation
LEVEL_OF_MA AGE

LEVEL_OF_MA Pearson Correlation 1.000 .110

Sig. (2-tailed) .074
N 263 263
AGE Pearson Correlation .110 1.000
Sig. (2-tailed) .074
N 263 263

Correlation
LEVEL_OF_MA MONTHLY
FAMILY
INCOME
 47

LEVEL_OF_MA Pearson Correlation 1.000 .035

Sig. (2-tailed) .572
N 263 263
MONTHLY Pearson Correlation .035 1.000
FAMILY
Sig. (2-tailed) .572
INCOME
N 263 263
 48

APPENDEX I
 49

PHOTOS