MATHEMATICS ANXIETY AND ITS RELATIONSHIP TO

THE ACADEMIC PERFORMANCE IN GENERAL

MATHEMATICS OF LEARNERS

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 18
Issue 1
Pages: 88-94
Document ID: 2024PEMJ1643
DOI: 10.5281/zenodo.10841832
Manuscript Accepted: 03-15-2024
 Psych Educ, 2024, 18(1): 88-94, Document ID:2024PEMJ1643, doi:10.5281/zenodo.10841832, ISSN 2822-4353
Research Article

Mathematics Anxiety and its Relationship to the Academic Performance

in General Mathematics of Learners
Reymen B. De Jesus *
For affiliations and correspondence, see the last page.
Abstract
Education plays a pivotal role in shaping individuals' abilities to discern and retain information. Among the array of
subjects, Mathematics often emerges as a formidable challenge for learners, invoking a sense of anxiety and
apprehension. This study delves into the intricate relationship between Mathematics anxiety and academic
performance among Grade 11 learners in a private school located in Bocaue, Bulacan. Employing a descriptive-
correlational research design, the study aims to unravel how Mathematics anxiety impacts students' performance in
the subject. Utilizing Microsoft Excel, the data collected from the respondents were meticulously organized and
analyzed, with the findings subsequently presented in tabular form. The results divulge a prevailing sentiment among
the majority of participants, who admit to experiencing occasional bouts of anxiety when confronted with
Mathematics-related tasks. Despite this prevalent anxiety, the study unveils a noteworthy trend: a significant portion
of the respondents exhibit outstanding academic achievements in General Mathematics, challenging the conventional
belief that anxiety impedes performance. Furthermore, employing Pearson's R analysis to scrutinize the relationship
between Mathematics anxiety and academic performance, the study uncovers a negligible correlation between the two
variables. In essence, the statistical analysis fails to establish a substantive link between students' anxiety levels and
their proficiency in General Mathematics. Consequently, the study lends credence to the null hypothesis, indicating
no significant relationship exists between the degree of Mathematics anxiety experienced by learners and their
academic performance in the subject. In essence, while Mathematics continues to evoke anxiety among students, the
findings of this study provide a glimmer of optimism. Despite occasional apprehensions, learners demonstrate
remarkable resilience, achieving commendable academic outcomes in General Mathematics, thereby underscoring the
multifaceted nature of the student-learning dynamic.
Keywords: mathematics anxiety, academic performance

Introduction
This section of the paper presents the problem and its setting. It includes the theoretical framework, conceptual framework, statement
of the problem, hypothesis, scope and delimitation of the study, the significance of the study, and definition of terms.
Education has given individuals enough reasons to decide which information shall be retained and maintained throughout their life.
Learners have been given the opportunity to develop a set of skills and be able to improve on different learning areas. Mathematics is
a necessary skill that people use throughout their lives, such as when they travel, use money, or keep track of time. Therefore,
Mathematics is an important skill to learn at school (Ansari, 2017). However, of the various learning areas in education, Mathematics
gives learners problems coming from within or leading from without. People who experience feelings of stress when faced with Math-
related situations may be experiencing what is called “Mathematics anxiety.” Mathematics anxiety is more than just feeling nervous
about doing Mathematics. It is loosely regarded as feelings of fear, avoidance, and dread when dealing with any situation relating to
Mathematics (Zakaria et al., 2012).
The study by Ansari (2017) reveals that Mathematics anxiety first appears when children begin to learn complicated Mathematics (such
as algebra). And those who have not done complicated Mathematics yet do not experience Mathematics Anxiety. Usually, people who
have Mathematics anxiety believe that they are bad at Math and because of this, they do not like Mathematics.
Sherman and Wither (2003) conducted a five-year study on pupils from the age of 6 to10 that revealed that the level of Mathematics
anxiety of pupils is strongly related to student achievement. Of course, what usually runs in our minds affect our actions and belief
about something. Here, we can see how anxiety in Mathematics causes us to fear and doubt when it comes to solving Mathematics-
related topics. This is supported by the study by Elenchothy (2007), which showed an inverse relationship between Mathematics anxiety
and student achievement. Kumar and Karimi (2010) noticed that students who have high Mathematics anxiety tended to perform fewer
scores in Mathematics and their overall academic performances. However, those who have low Mathematics anxiety tended to perform
high scores in Mathematics and their overall academic performances. According to Ballotpedia.org, Academic Performance is the
measurement of student achievement across various academic subjects. Teachers and education officials typically measure achievement
using classroom performance, graduation rates and results from standardized tests. In relation to this, TASC (2022) described General
Mathematics as a subject or course that aims to develop learners' understanding of concepts and techniques drawn from number and
algebra, trigonometry and world geometry, sequences, finance, networks and decision mathematics and statistics, in order to solve
applied problems.
Studies by Kasten and Howe (1998) and Thomas (2000) have shown a strong correlation between the lack of motivation and rising

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Research Article

number of at-risk students in Mathematics as cited in. Since students in a class differ in different perspective such as level of mastery
economic background- cultural background, etc. and each student should require to make teaching activities more relevant. Different
strategies and teaching methods should be used and indicate plan should be adapted to meet the student requirements. But the existing
method of teaching in schools is much more traditional and less activity-based, which is highly dependent on the performance of the
teacher.
Math anxiety (MA) has been suggested to decrease the math performance of students. However, it remains unclear what factors
moderate this relationship. A range of studies suggested that this phenomenon is a highly prevalent problem among students from
elementary schools to universities (Zhang et al., 2019). The negative math anxiety-performance link has been found in many empirical
studies, which indicates MA would lead to poor performance when individuals deal with math reasoning or solve math problems
(Zhang et.al., 2019).
With all being said, the researcher believe that improving students’ mathematics self-efficacy could also be helpful in reducing
mathematics anxiety. Moreover, experimental researches that seek to evaluate ways and course of actions that may help manage
learners’ level of anxiety may also be conducted to fill in the gap and to answer the question being sought in this study.
Research Questions
This study generally aimed to determine if Senior High School learners’ level of Mathematics anxiety possess a significant relationship
with their academic performance in General Mathematics. Specifically, this study sought answers to the following questions:
1. How may the level of Mathematics anxiety of the respondents based on the Mathematical Anxiety Rating Scale (MARS) be
described?
2. How may the performance of Grade 11 learners of a private school in Bocaue be described in terms of their final grade in
General Mathematics?
3. Is there a significant relationship between the level of mathematics anxiety of the learners and their academic performance in
General Mathematics?

Methodology
This section includes the research design, the population and sampling techniques, the research instruments, the data-gathering
procedures, and the statistical treatment of data.
Research Design
This study is quantitative since the research question the researcher sought to answer leads to numerical data. Specifically, the study
used a descriptive-correlational research method to describe the respondents’ mathematics anxiety, describe their academic
performance in General Mathematics, and eventually determine if there is a significant relationship between the respondents’
mathematics anxiety and their academic performance in General Mathematics. As Nora (2021) stated, descriptive correlational studies
describe the variables and the relationships that occur naturally between and among them.
Respondents
The study's respondents were Senior High School learners during the first semester of the Academic Year 2020-2021 in one of the
private schools in Bocaue, Bulacan. These learners belong to the following track or strands: Humanities and Social Sciences (HUMSS);
Accountancy, Business, and Management (ABM); Science Technology Engineering and Mathematics Strand (STEM); and Technical-
Vocational-Livelihood (TVL) Track.
The researcher considered a sample of 50 respondents. These samples were randomly selected through the convenience sampling
technique. This is a type of sampling where the first available primary data source will be used for the research without additional
requirements. Convenience sampling is a nonprobability or nonrandom sampling where members of the target population that meet
certain practical criteria, such as easy accessibility, geographical proximity, availability at a given time, or the willingness to participate
are included for the study (Etikan et al., 2016). Moreover, this method is a nonprobability sampling in which people are sampled simply
because they are "convenient" sources of data for researcher.
Instrument
This study used research instruments to provide data on the variables being studied. An adapted questionnaire was used to determine
the respondents’ level of Mathematics anxiety. To measure the respondents’ academic performance in General Mathematics, the
researcher used their general average in the subject in the first semester of the Academic Year 2020-2021. These instruments are further
described in the succeeding paragraphs.
Mathematical Anxiety Rating Scale (MARS). A research study by Richardson and Suinn (1972) explains that the Mathematics
Anxiety Rating Scale (MARS) has been a major scale used for research and the study conducted by Siebers (2015) entitled “The
Relationship Between Math Anxiety and Student Achievement of Middle School Students”. Despite the usefulness of the original
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scale, researcher have decided to use a shorter version of the scale to reduce the administration time of the original 98-item inventory.
This study's purpose was to systematically develop a shorter version of the Mathematics Anxiety Rating Scale. Since the MARS has
been a referent measure of mathematics anxiety for many studies over the years, it is best that the researcher will also be using this.
MARS was a 98-item rating scale that used a 1 to 5 Likert-type scale measuring how anxious respondents feel in situations ranging
from formal settings, informal settings and everyday situations. Most of the items on the MARS were “worded to describe practical
situations that involve mathematics, e.g., ‘working on a Mathematical problem’, ‘asking for help from others’, or ‘being so nervous
when someone is about to take an exam’. A few items depict academic test situations that concern mathematics and thus tap examination
(Suinn et al., 1972).
A Cronbach’s alpha was used to measure the internal consistency reliability of the instrument in the pilot study. “Alpha is based on a
correlation matrix and is interpreted similarly to other measures of reliability” (Morgan et al., 2011, p. 135). The Cronbach’s Alpha of
.888 is highly reliable, showing that the items being measured are using the same construct (math anxiety).
The purpose of this instrument is to assess the respondents’ level of Mathematics anxiety. This adopted Mathematics Anxiety Rating
Scale (MARS) contained nine (9) questions or situations on a 5-point Likert-type scale, then the respondents would rate their feeling
about Mathematics as to how often they find themselves in each situation.
Final Grade in Mathematics
The purpose of this instrument is to determine the final grade of the learners in their General Mathematics subject. The K to 12 Basic
Education Program uses a standard- and competency-based grading system. These are found in the curriculum guides. All grades will
be based on the weighted raw score of the learners’ summative assessments (Llego, 2021). Learners from Grades 1 to 12 are graded
on Written Work, Performance Tasks, and Quarterly Assessment every quarter. These three are given specific percentage weights that
vary according to the nature of the learning area (Llego, 2021). The following are the steps in computing for the Final Grades: Step 1:
Grades from all student work are added up. Step 2: The sum for each component is converted to the Percentage Score. Step 3:
Percentage Scores are then converted to Weighted Scores to show the importance of each component in promoting learning in the
different subjects. Step 4: The sum of the Weighted Scores in each component is the Initial Grade. Step 5: The Quarterly Grade for
each learning area is written in the report card of the student (Llego, 2021).
Aside from being recent, the researcher have decided to use the instruments because it has been constructed with the context of Filipino
learners in mind and is seen to be of great help in generalizing the proper results. Through the use of Google Form, the researcher will
be able to collect, with utmost confidentiality, the final grade of the learners in General Mathematics in S.Y. 2020-2021. Once the final
grade is collected, it will be interpreted and will be categorized as Outstanding, Very Satisfactory, Satisfactory, Fairly, Satisfactory, or
Did not meet expectations.
Procedure
The process for gathering the necessary data in the study was meticulously outlined in several key steps. Firstly, the researcher diligently
sought permission from the school authorities to access a comprehensive list of Senior High School (SHS) students, from which the
samples for the study were meticulously selected. Additionally, formal approval for conducting the data collection process was
earnestly sought from the concerned officials within the school administration. Subsequently, the researcher ensured seamless
distribution of the online survey form by having it sent directly to the targeted respondents through their respective advisers, utilizing
the approved mode of communication prescribed by the school. This step was crucial in facilitating efficient and standardized delivery
of the survey instrument to the intended participants. Finally, to optimize the response rate and ensure data integrity, a system was
implemented to automatically collect responses from the completed questionnaires upon submission. This methodical approach not
only streamlined the data collection process but also contributed to a higher return percentage of questionnaires, thereby enhancing the
reliability and validity of the study's findings.

Statistical Treatment of Data

To answer the questions presented under the Statement of the Problem, the following statistical tools were employed: Weighted mean
was computed to represent the responses of each respondent to the questionnaire. Frequency and percentage distribution were used to
present and analyze data regarding the final grade in General Mathematics. The Pearson Product-Moment Correlation Coefficient was
used to determine the degree of relationship between the level of Mathematics anxiety and academic performance in Mathematics.

Results and Discussion

This section of the paper presents the data gathered from 50 senior high school learners in one of the private schools in Bocaue, Bulacan,
who served as respondents to this research. It also provides the analysis and interpretation of data organized according to the research
questions enumerated in the second chapter of this paper.

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Respondents’ Mathematics Anxiety

This section was devoted to presenting, analyzing, and interpreting data gathered through the survey relevant to the respondents’
perception of Mathematics. Information regarding this variable was based on their responses to 12 items in the questionnaire.
Furthermore, the 12 statements are considered the best way to analyze the learners’ perception of Mathematics and how it affects their
performance. The higher the weighted mean value, the more anxious they are about Mathematics.
The distribution of respondents based on their responses, the mean and standard deviation of their collective responses, and the
interpretation of this mean based on the Likert scale used are provided in the succeeding tables.

Table 1. Sample Weighted Mean of the Respondents’ Level of Agreement to Statements Regarding Their
Perception of Mathematics Anxiety
Verbal
Statement Mean SD
Interpretation
When I am in math class, I usually feel nervous. 2.84 1.05 Sometimes
I worry that otherlearners mightunderstand math problems better than
2.92 1.23 Sometimes
me.
I feel stressed when I’m about to take a math test. 3.14 1.17 Sometimes
I have "butterflies" in my stomach before I go to math class. 2.44 1.06 Rarely
Being called on to answer a Math question scares me. 2.36 1.07 Rarely
I feel frustrated when working on math problems. 3.28 1.06 Sometimes
I have trouble sleeping the night before a math test. 2.22 1.14 Rarely
I avoid my Math homework. 3.2 1.18 Sometimes
I need extra help in math. 3.32 1.16 Sometimes
When I need help, I won’t ask for help. 2.7 1.00 Rarely
After getting a math test back, I don’t want others to see my score. 3.06 1.19 Sometimes
I have said “I hated Math” this year 3.14 1.02 Sometimes
2.84 Sometimes
Legends: 1.00-1.49, Never; 1.50-2.49, Rarely; 2.50-3.49, Sometimes; 3.50-4.49, Frequently; 4.50-5.00, Always

Table 1 showed the data on the responses of samples to the twelve statements in the questionnaire relative to their perceptions of
Mathematics that also reflect their level of Mathematics anxiety. Based on the information, the highest mean was recorded at 3.32 with
a standard deviation of 1.16 for the ninth statement which is “I need extra help in Math”. When interpreted, this means that most of the
respondents see themselves in this situation. In general, the respondents registered eight “sometimes” and four “rarely” responses to
the twelve statements which means they perceive Mathematics as challenging. The weighted mean for these statements was computed
at 2.89 implying that the respondents identify themselves as sometimes anxious about Mathematics more than any other subject area.
In line manner, according to Puteh and Khalin (2016), it is a stressful and apprehensive feeling when faced with numbers and
mathematical problem-solving in everyday life or when learning Mathematics. And almost 60% of school-age students suffer from
Mathematics anxiety (Dowker et al., 2016). Further, the PISA 2012 study revealed that overall, 59% of students reported worrying that
it will be difficult for them in mathematics classes, and 30% feel helpless when doing a mathematics problem (OECD, 2013).
Academic Performance of Learners
This section of the paper presented the frequency and percentage distribution of the respondents’ academic performance in General
Mathematics in the first semester of the school year 2020-2021. The collected grades were presented according to their range and
interpreted based on the following descriptors: Outstanding, Very Satisfactory, Satisfactory, Fairly Satisfactory, or Did not meet
expectations.
Based on the data provided in Table 2, 78% of the total respondents received a final grade between 90-100 which is classified as
outstanding; 20% received a final grade between 85-89 classified as very satisfactory, and the remaining 2% of the total respondents
received a final grade between 80-84 and is classified as satisfactory.
Table 2. Frequency and Percentage Distribution of Respondents by Final Grade in General Mathematics
Range Descriptor Frequency Percentage Distribution
90-100 Outstanding 39 78%
85-89 Very Satisfactory 10 20%
80-84 Satisfactory 1 2%
75-79 Fairly Satisfactory 0 0%
74 and below Did not meet expectations 0 0%
Legends: 90-100, Outstanding; 85-89, Very Satisfactory; 80-84, Satisfactory 75-79, Fairly Satisfactory; 74 and below, Did not meet expectations

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Based on the data provided in Table 2, 78% of the total respondents received a final grade between 90-100 which is classified as
outstanding; 20% received a final grade between 85-89 classified as very satisfactory, and the remaining 2% of the total respondents
received a final grade between 80-84 and is classified as satisfactory.
Several studies support the fact that students’ performance at school is affected by many factors and we cannot just assume one. The
most important factor in improving students’ achievement in mathematics is by employing seasoned qualified teachers in all schools”
(Abe & Adu, 2013). Teachers play one of the most vital roles in the growth and development of learners; and since learners have their
own ways or strategies of understanding the lessons, they need to meet halfway, at the very least. A study conducted by Jayanthi, S.V.
et.al., (2014) showed that the most effective learning style that affected students’ performance was practicing past year examination
papers. Hence, teachers and students have actually to give an extra effort regarding this matter.
In general, the results shown in table 2 reported extremely hardworking and intelligent learners from the Senior High School
Department in one of the private schools in Bocaue, Bulacan that despite the hurdles and other negative effects of distance learning
and the pandemic, they were able to pursue their studies and remarkably execute an outstanding performance.
Relationship of Mathematics Anxiety and Mathematical Achievement
Table 3 shows the result of the study wherein the two variables, Mathematics anxiety and final grade in General Mathematics, were
correlated using the Pearson Product-moment Correlation Coefficient (or Pearson Correlation Coefficient) to determine whether or not
these two variables were associated with each other.
Table 3. Correlation Analysis of Respondents' Level of Mathematics Anxiety on their Academic Performance in General Mathematics
Final Grade in General Mathematics

Mathematics Anxiety r= -0.13

In conducting the study, it was hypothesized that the level of Mathematics anxiety of Senior High School learners does not influence
their academic performance in General Mathematics. To determine the extent of influence of Mathematics anxiety on the learners’
academic performance in General Mathematics, the data were subjected to Pearson’s R analysis.
The correlation coefficient were interpreted as follows: 0.00 – 0.10 (Negligible Correlation), 0.10 – 0.39 (Weak Correlation), 0.40 –
0.69 (Moderate Correlation), 0.70 – 0.89 (Strong Correlation), 0.90 – 1.00 (Very Strong Correlation).
As presented, the result of the Pearson Correlation Coefficient was r=-0.13 (negligible correlation), which, in effect, implied a
negligible correlation between the level of Mathematics anxiety of Senior High School learners and their academic performance in
General Mathematics. In other words, learners' academic performance is certainly not influenced by their anxiety in the subject and
may be affected by other existing factors. Thus, any increase or decrease in the level of Mathematics anxiety will not contribute to the
learners’ final grade in Mathematics.
With regards to what has just been stated, since there was a neutral result or interpretation in the data it revealed that perhaps students’
learning of and performance in Mathematics is affected by a number of factors aside from Mathematics anxiety, including students’
attitude towards the subject, teachers’ instructional practices, school environment, etc. (Calkin et al.,2018). However, though it is
affirmed that achievement in mathematics is conversely proportional to their anxiety (Fraser, 2020), many people still believed that
there are other various factors that affect the students‟ academic achievement. Amongst these factors are some activities called study
habits which the students gained, preferred and like to do for learning at and out of school (Kumar, S. 2015).
Conclusion
Based on the findings of the study, the following conclusions were drawn: (1) Majority of the respondents have a positive perception
about Mathematics and identify themselves as sometimes anxious about Mathematics. (2) Despite the hurdles and other negative
effects of distance learning and the pandemic, the learners were able to pursue their studies and remarkably execute an outstanding
performance. (3) There is no significant relationship between the level of Mathematics anxiety of Senior High School learners and
their academic performance. (4) Mathematics Anxiety should not be seen and considered a hindrance in the learners’ academic
performance, but a motivation.
Based on the conclusions, the following recommendations are proposed: (1) Students must learn how to properly communicate their
strengths and weaknesses on a specific subject matter with their teachers. It is for them to consistently participate in Mathematics class.
Learners should also strive harder to learn and to reach their maximum potential. Also, students should always let their parents know
whatever they are going through inside and outside the school. By doing so, it lessens the risk of Mathematics anxiety and fear because
parents already understand their children, they appreciate their efforts even more, and guide them in overcoming their anxiety. (2)
Faculty members must listen and understand the students especially when they struggle with incomprehension. Fact that students are
diverse, teachers must be very flexible and effective. (3) The university and administrators should implement guidelines or programs

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that will help the students effectively cope with their Mathematics anxiety. They should also develop and promote a well-balanced and
healthy environment that will effectively cater to the needs of the students. (4) Future researcher may consider doing correlational
research on learners’ academic performance and peers' influence, social status, or teachers’ effectivity. Experimental research that
seeks to evaluate ways and course of actions that may help manage learners’ level of anxiety may also be conducted to inform the
teachers and other school officials of various strategies that they can integrate into their day-to-day teaching.
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Affiliations and Corresponding Information
Reymen B. De Jesus, LPT
Jesus Is Lord Colleges Foundation, Inc. – Philippines

Reymen B. De Jesus 94/94