1

CHAPTER 1

INTRODUCTION

Some students have difficulty in making meaningful connections within and

across mathematical experiences. They don’t like it, they don’t feel like they are very

good at it, and they just want to stay away from it. However, some people may good

learners in other situations, strongly motivated, and have a sincere liking for

mathematical problems. However, in many cases, they may have an anxiety reaction

which hinders their ability to perform successfully in a mathematics class. Another

explanation provided was that the attitudes towards mathematics and achievement in

mathematics have always been a factor to lower participation and less success in the

courses (Senajonon, 2013).

On the other hand, there have been growing problem in Fatima National High

School particularly on mathematics. Most of the learners are found to show

mathematics anxiety which result to tension, apprehension, fear of situations involving

math. In line with our observations, another caused of math anxiety in which the teacher

has high standard.

With the problem cited by the researchers got interested to find out particularly if

mathematics anxiety has significant effect on academic performance.

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Significance of the Study

This study is relevant to students and other stakeholders that have been part of

this society. The goal of this study was to further believe to inhibit a person’s confidence

on his/her abilities and intern career choice.

The development of an understanding of the study (Math Anxiety) has the

biggest role when it comes to Mathematics, it helps you to improve your learning skill

about math. The development of an understanding the study Math Anxiety is gaining

more knowledge on how to overcome this situation.

To the students, they will gain more knowledge about math anxiety and how to

overcome it.

To the teachers, it can help them to understand the students that are suffering

from math anxiety. They will help and motivate well the students that are having these

kind of anxiety.

To the parents, it is important for them to understand their child having a math

anxiety and to guide or motivate them to conquer these anxiety.

To the administration, they will know that there will be a possibility to lower the

academic performance of a student and that they will help the students to cope with it.

Purpose of the Study

The purpose of this study is to determine what does the math anxiety all about

and to have an idea on how to overcome with it. To be successful in any career choice

related Mathematics, one must possess certain qualities like Competitive Spirit, A Good
 3

Intellectual, Ability to take the Initiative and such. The purpose of this study is to

investigate student’s feelings and experiences towards the subject mathematics.

Research Questions

The overall aim of this study is to gain a deeper understanding of how and why

negative feelings towards mathematics emerge and what is the impact they may have

an individuals, particularly in the case of students. More specifically, the study will

attempt to answer the following research questions.

1. What are the benefits of studying Math Anxiety?

2. How to overcome math anxiety?

3. What is your personal experience about math anxiety?

Scope and Limitation

This study is limited only for those students who are having Math Anxiety. It also

inspiration for those people who like Mathematics. The researchers interviewed the

students. The researchers conducted this study from the month of December. The study

was conducted at Fatima National High School, Fatima, General Santos City.
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CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

There seems to be a need for more mathematical studies as the world is

reaching out to the world markets and as the number of mathematics learners’ is

increasing from day to day. Learning mathematics is a complex process that involves

cognitive, affective and psychomotor factors influencing the learning process. In this

chapter presents a selection of related literature and studies that will be viewed through

writings and statement of the different authors in relation to the variables and its

indicators.

Math Anxiety
Mathematics anxiety is a person’s negative affective reaction to situations

involving numbers, math, and mathematics calculations, “a feeling of tension and

anxiety that interferes with the manipulation of numbers and the solving of mathematical

problems in a wide variety of ordinary life and academic situations” (Richardson &

Suinn, 1972, p. 551). Math anxiety reactions can range from mild to severe, from

seemingly minor frustration to overwhelming emotional (and physiological) disruption;

for example, we had a college student burst into tears during a lab experiment that

tested simple subtraction facts (Ashcraft, 2002). People can experience math anxiety in

formal settings, in a math classroom or when taking a high-stakes standardized math

test, or in more everyday settings, for example when trying to balance a checkbook or

figure a tip on a restaurant bill when others are watching.

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However, it also disrupts working memory by using on-line mental addition task,

in which participants see the problem and are timed as they produce its answer

verbally. When carrying was performed concurrently with a task that placed heavy

demands on working memory, performance deteriorated sharply for the high math

anxiety group. This deterioration was not as pronounced at lesser degrees of problem

difficulty or on problems not requiring the carry operation and it was considerably

weaker for participants at the low math anxiety level (Furner & Duffy, 2002).

On the other hand a similar study was also conducted by Tyson (2001) in which

he stated that we are not wired for logical thinking. If we were, then mathematics would

be the average person's easiest subject in school. In this alternate universe, math might

not be taught at all, because its foundations and principles would be self-evident and

even to slow-achieving students. However, in our world people had to invent the

concepts of counting and build upon with the growing complexities of life and society.

Many math anxious students remember an extremely embarrassing moment in their

math history that was the catalyst for their anxieties and dislike for the subject. The

catalyst is most often an insensitive remark from a frustrated teacher. As the number of

these experiences grows, the student is more likely to give up more quickly when faced

with a challenging math problem.

Academic Performance

The learning of mathematics is affected by the confidence of learners in their

mathematical abilities and the attitudes, beliefs, and feelings they harbor towards

mathematics (Coben, 2003). It is generally accepted that teachers impact learners in

many ways. Levine (2008) found that teachers with mathematics anxiety emphasizes
 6

rule-based strategies and treat mathematics as an arbitrary collection of facts, perhaps

to promote an illusion of the expertise and disciplinary power students. Furthermore,

there is often limited classroom interaction, resulting in students’ questions not being

asked or answered, and knowledge presented as limited and confusing. Frequently,

these teaching strategies perpetrate and perpetuate mathematics anxiety in learners

(Zakira & Nordin, 2008: Karmi & Venkatesan, 2009). Mathematics anxiety has been

found to decrease the efficiency of an individuals to think logically and results in

increased errors and longer processing times when solving problems mentally. In the

lng-term, mathematics anxiety leads to decrease competence, reduced competition

rates and lower academic performance in the subject.

On the other hand, to Arem (2009), mathematics anxiety is an emotional, mental

and physical act related to the mathematical thinking and problem-solving process and

resulting from uncomfortable past experiences related to mathematics. Feelings and

experiences like this will further affect a student’s ability to learn mathematics. Based on

the study, students who have experience disappointment in their mathematical abilities

will have difficulty believing in their abilities in the future. Arem (2009) found that

contributing factors to the mathematics anxiety are bitter experiences. In mathematics,

social pressure and the expectation to achieve outstanding result, the desire to excel,

myths about the study of math, social gender stereotypes and negative self-talk. These

factors give rise to feelings of deep shame for the student experiencing mathematics

anxiety in the classroom setting.

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Working Memory Capacity

Until this integrated research was begun, no one had considered whether math anxiety

had any on-line effect on an individual's math performance, that is, an effect on underlying

cognitive processes as the individual performs a math task. (Ashcraft & Kirk,

2001) much of the literature will agree that math anxiety directly affects math performance

which in turn affects the student's choices of courses and careers.

Individuals with high math anxiety take fewer math courses, earn lower grades in the classes

they do take, and demonstrate lower math achievement and aptitude than their counterparts with

lower math anxiety (Ashcraft & Kirk, 200 1)

The review of literature by the researchers Ashcraft and Kirk shows that math anxiety

does not affect simple math problems such as adding and multiplication of single digit numbers

(i.e.: 7 + 9, 6 x 8) They found that those with high math anxiety have difficulty with two-column

addition problems (i.e.: 27 + 1 8) owing largely to the carry operation. When such problems were

answered correctly, the time estimate for the embedded carry operation was nearly three times as

long for the high anxiety participants as it was for the low anxiety participants. (Faust et al.,

1996) For the single digit addition problems the error rate was 0.2% to 2. 1 %. For the two digit

addition problems that needed the carry operation the error rate was 5 .2% to 9.4%.

The capacity of working memory was closely related to skill in arithmetic problem

solving. The higher the capacity of working memory, the faster the component processes were.

(Geary & Widaman, 1992) The current study confirmed this. It found that working memory was

negatively associated with math anxiety. The possibility exists that the lower working memory
 8

capacity that seems characteristic of high math anxious individuals may be at least partially

responsible for the performance decrements commonly found with math anxiety. This reduced

working memory capacity disrupts information processing in arithmetic and math tasks.

(Ashcraft & Kirk, 2001)

In the second study, Ashcraft and Kirk hypothesized that math anxiety disrupts working

memory by using on-line mental addition task, in which participants see the problem and are

timed as they produce its answer verbally. The more difficult the problems, especially those with

the carry operation, showed increased solution latencies and dramatically higher error rates under

high-memory-load conditions. This effect was interpreted to mean that more difficult addition

problems rely significantly on working memory because performance of them was compromised

when the system was also tasked with the memory load task. When carrying was performed

concurrently with a task that placed heavy demands on working memory, performance

deteriorated sharply for the high math anxiety group. This deterioration was not as pronounced at

lesser degrees of problem difficulty or on problems not requiring the carry operation, and it was

considerably weaker for participants at the low math anxiety level. (Ashcraft & Kirk, 2001).

There was a reduction of working memory capacity for high math anxiety individuals

when their anxiety is aroused. The anxiety reaction is one of preoccupation with intrusive

thoughts and worry. Because such thoughts and worry are attended, they consume a portion of

the limited resources of working memory. This reduces the available pool of resources to be

deployed for task-relevant processing. The draining of resources implies continued, inappropriate

attention to the cognitive components of the math-anxiety reaction and to intrusive thoughts,

worry, and preoccupation with performance evaluation. Implausible is the notion that lower

working capacity is a precursor to math anxiety. If it were then math anxiety should also affect
 9

cognitive performance in other domains. Instead they suggest that the working memory

disruption is temporary. (Ashcraft& Kirk, 2001)

Related Studies

Richardson and Suinn (1972, as cited in Preston, 2008, p. 230) as the first to

define it as “feelings of tension and anxiety that interfere with the manipulation of

numbers and the solving of mathematical problems in a wide variety of ordinary life and

academic situations”. Since then, others have continued their efforts driven by research

evidence that not only does mathematics anxiety inhibit one’s ability to perform

mathematically (Preston, 2008) but it is highly probable to have originated from

classroom experiences too.

Legg and Locker (2009) defined math anxiety “as a general fear or tension

associated with anxiety-provoking situations that involve interaction with math” (p. 471).

Their study assessed whether metacognitive skill moderates the effect of math anxiety

on performance, reaction time, and confidence on a math task. They further discussed

that math anxiety hindered math performance for high achievers and revised a Math

Anxiety Rating Scale to assess the level of math anxiety in students.

Theoretical framework
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Math Anxiety

Math Anxiety among Grade

Test Anxiety
11 Students of Fatima
National High School

Working Memory
Capacity

Figure 1. Math Anxiety among Grade 11 Students of Fatima National High School
CHAPTER 3
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Methodology

This chapter describe how the study was conducted and the researchers used

data gathering for the completion of the study. This included the qualitative research,

strategy of inquiry, questionnaire, participants, procedures for selecting participants,

interview participants, interview procedures, confidentiality and analysis.

Qualitative Research

The research designed involved the utilization of qualitative research methods in

addressing the research questions. The methodology involved finding the perceptions of

mathematics who had experience with anxiety. The research questions for this study

centered on the emotions of students who had experience anxiety, this qualitative

methods were most appropriate. The voice given to past students with the insight to

guide the further research so as to make their grades as high as possible for every

students in the future.

Strategy of Inquiry

The strategy of inquiry utilized was biographical research finding the perceptions

of students who had previous experiences with anxiety, it is possible to expose the

relative importance that these students attach to these events, in their own experiences

factors or solving math. The first-handed knowledge of math anxiety provided

description of, and reflection upon, specific experiences from which valuable information

was gleaned.
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Questionnaire

The questionnaire was developed in order to identify potential participants

provided insights as to who met the criteria of having experienced a math difficulties.

The questionnaire provided prompts that helped identify participants as students.

Participants

Participants who has math anxiety was able to recall their experiences to

encourage other students that wants to overcome their fear.

Procedure for Selecting Participants

Participants were selected from Fatima National High School students of

Barangay Fatima with the permission of their adviser and by themselves as a student,

the researcher then passed out a brief questionnaire that asked the students about their

experiences in which they experience math anxiety.

Interview Procedures

Semi-structured interview were used. It is understanding the participants’ point of

view and allowing their voices to be heard that requires qualitative methods, specifically

in interviewing, to be utilized to answer the research question. During the semi-

structured in-depth interviews, a set of interview question (See Appendix B) was used to

guide opportunities to explore their insights about mathematics anxiety.

Interview Participants

The selection of 5 participants is allowed for in-depth interviews.

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Confidentiality

Because of the sensitivity of the topic, the interview conducted in a place that

provided the participant with a comfortable environment that placed the interview and

participants at a table with chairs that were alike and in a room that offered little to no

distraction. The information form to be signed in included in Appendix C.

Analysis

The interview were tape-recorded with permission of the participants, and then

the tape were transcribe verbatim. Some note were taken by the researcher in order to

assist the accuracy and transcription, but the note taking was limited to allow the

researcher to focus on the participants and their answer to the prompts. This means of

analyzing data allows the researcher to refine interview questions and probes as

needed and to focus in on the responses that are comparable to incidents describe by

either other participants or the same participants. This researcher tends to focus on

stories utilizing the constant comparative method or data analysis.

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Chapter 4

Results

This chapter presents the study on Math Anxiety for Grade 11 Senior High

School Students of Fatima National High School. The theme identified to this study

were: (a.) Experience having math anxiety. (b.) Having math anxiety and coping with it.

(c.) Overcome math anxiety. (d.) Benefits of studying math anxiety.

Experience of Having Math Anxiety

According to Jo Ann Rose having a math difficulties is very much depressed

because you didn’t know if your answer is really correct or not. Furthermore, Mia have

some difficulties in memorizing formulas. James also experience that he almost stacked

up that moment that he can’t solve complex math problems. Moreover, Irron said “it’s

very hard, especially if you don’t understand the content of the lesson.” On the other

hand, Jobelle can’t immediately answer math problems.

Having Math Anxiety and Coping With it

According to Jo Ann Rose, study harder and harder to do her best in examination

day. However, Mia said no. James similarly said “no, not really.” On the other hand,

Irron said “Yes, if I have a problem regarding this situation I would ask help to someone

either my parents, friends or teacher.” Furthermore, Jobelle said “Yes, by simply

studying and learning more tutorials from the internet that can help me in my study.”
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Overcoming Math Anxiety

Jo Ann Rose said that you must face what math anxiety is. You should increase

and gain more confidence to overcome it. Furthermore, Mia said to overcome this math

anxiety, for her, she will try to meditate in the silent area so that she can give her brain

time to think and at the same time to relax. However, James said that you should study

and study more. Irron also said “to overcome math anxiety you must be positive. Being

positive means you can focus and can learn every problem.” On the other hand, Jobelle

said “study more.”

Benefits of Studying Math Anxiety

According to Jo Ann Rose, “the benefits of studying math anxiety is you would

know and confidently learn about having a good grades because you study hard and

face your fears about mathematics.” In addition, Mia said “the benefits are, you are able

to learn how to cope up with the anxiety since you now know the nature of math

anxiety.” As well as James said “you can cope up those complicated problems.” Irron

said “we will able to understand the problems that we have in our society and everyone

can cope up with problems in math.” On the other hand, Jobelle said “you can learn a

lot.”
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Chapter 5

Discussion

This chapter presents the discussion of Math Anxiety Among Grade 11 Learners

of SHS Fatima National High School. In order to address this topic, this chapter is

divided into four sections. The first section discusses the conclusion of this study and

how they helped answer the research questions. The second section discusses the

limitation of this study. The third section suggests implications to this study for the

school, while the fourth section suggests implication for future research that maybe

undertaken to address Math Anxiety.

Conclusion

Coping ones fear is very important. It has many benefits. These benefits should

be utilized to increase the number of students going to school and working hard to make

the learning more productive. This will go towards improving the academic performance.

Students were aware about math anxiety. From the findings, math anxiety are often

attributed by Student performance in class, Self-efficacy and motivation, Teachers'

expectation and support, as well as parents’ involvement.

Limitation of the Research

This study examined the perceptions of students and how to manage their

anxiety. Another limitation of the study is the limited capacity to recall that a person

possesses since the participants were asked to recall experiences. It is possible some

of the recipients may not have understood what response is required from them. Every
 17

attempt was made to prevent the influence of views or responses. Only one school was

investigated in the case study.

Implication to the School

Students need to develop circumstantial strategies for generating a

possible determination. Schools can play a major role in developing students’ self-

concept. Students need to be educated about facing their fear in mathematics for their

own benefits and development for the productivity of the students. To prevent this

opposite problem, for facing undesirable circumstances teachers can guide and

encourage the students to avoid this situation.

Implication for Future Research

This chapter will provide a brief summary of the study related the findings to prior

research and suggest possible directions for future studies.

The goal of this convergent study was to enhance their skills to solve math

problems and for them to embrace math. For them to expand their knowledge about

their difficulties in solving math problems.

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Bibliography

Arem, C.A., 2009. Conquering Math Anxiety. 3rd Edn. Cengage Learning, Belmont,

and ISBN-10: 0495829404, pp: 215.

Arnold, D. H., Fisher, P. H., Doctoroff, G. L., & Dobbs, J. (2002). Accelerating math

development in Head Start classrooms. Journal of Educational Psychology,

94(4), 762-770.

Ashcraft, Mark H. & Krause, Jeremy A. (2007) Working Memory, Math Performance,

and Math Anxiety, Psychonomic Bulletin & Review, 1 4 (2), 243-248

Ashcraft, M. H., & Kirk, E. P. (2001). The relationships among working memory, math

anxiety, and performance. Journal of Experimental Psychology. General, 130(2),

224-237.

Beilock, S. L. (2008). Math performance in stressful situations. Current Directions in

Psychological Science, 17(5), 339-343.

Boden, M. T., Bonn-Miller, M. O., Kashdan, T. B., Alvarez, J., & Gross, J. J. (2012). The

interactive effects of emotional clarity and cognitive reappraisal in posttraumatic

stress disorder. Journal of Anxiety Disorders, 26,233–238

doi:10.1016/j.jandis.2011.11.007

Coben, D. (2003). Adult Numeracy: Review of research and related literature. London:

National Research and Development Centre for Adult Literacy and Numeracy

(NRDC).

Furner, J. M. and Duffy, M. L. (2002) Equity for all students in the new millennium:

Disabling math anxiety. Intervention in School & Clinic 38(2): 67.

 19

Karimi, A. and S. Venkatesen, 2009. Mathematics anxiety, mathematics performance

and academic hardiness in high school students. Int. J. Educ. Sci., 1: 33-37.

Legg, A. M., & Locker Jr., L. (2009). Math performance and its relationship to math

anxiety and metacognition. North American Journal of Psychology, 11(3), 471-

485.

Levine, S. C. (2008). What counts in the development of children’s number knowledge?

Developmental Psychology, 46, 1309–1313.

Preston, R. (2008). Mathematics anxiety: Research and implications for middle school

Students and teachers. Conference Proceedings of the Masters in Teaching

Program 2006-2008, Olympia, Washington.

Richardson, F. C., & Suinn, R. M. (1972). The Mathematics Anxiety Rating Scale.

Journal

Of Counseling Psychology, 19, 551-554.Geary, D. C.,

Tyson, Neil deGrasse, (2001) Fear of Numbers, Natural History, Vol. 1 1 0, Issue 1 0

Widaman, K. F., Little, T. D., & Cormier, P. (1992). Cognitive addition: Comparison of

Learning disabled and academically normal elementary school children.

Cognitive

Development, 2, 249–269.

http://www.academia.edu/9652767/math_anxiety_and_academic_performance

https://www.apa.org/pubs/journals/features/xap-0000013.pdf

https://www.enotes.com/research-starters/mathematics-anxiety
20
 21

APPENDIX A
MATH ANXIETY AMONG GRADE 11 STUDENTS OF FATIMA

NATIONAL HIGH SCHOOL

1. What is your gender?

O Female O Male

2. What is your race/ethnicity?

3. What type of school did you attend?

O Private O Public

4. Do you encounter math anxiety?

O Yes O No

5. Do you think you can overcome math anxiety?

O Yes O No

6. Are you fond of mathematics?

O Yes O No

7. Is it stressful to answer math problems?

O Yes O No

8. Did you consider that mathematics is a difficult subject?

O Yes O No

9. Is it important to study math anxiety?

O Yes O No

10. Is there a possibility that you can conquer math anxiety?

O Yes O No
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11. Are you willing to participate in a study where you will be interviewed about your

experiences? All precautions will be taken to ensure confidently.

O Yes O No

If no, thanks for your time.

If yes, please provide the following information.

Name:

Age:

Email Address:

Phone Number:
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APPENDIX B: INTERVIEW PROTOCOL

1. Tell us about your experience having math difficulties.

2. Are you having math anxiety? If yes, how did you cope with it?

3. How to overcome math anxiety?

4. What are the benefits of studying math anxiety?

 24

APPENDIX C: INFORMED CONSENT

INFORMED CONSENT FOR PARTICIPANTS

IN RESEARCH INVOLVING HUMAN SUBJECTS

Title of Project: Math Anxiety among Grade 11 Students of Fatima National

High School

Researchers: Rhea Jane Dugaduga

Rosalie Balascopo

Danny Facurib

I. Purpose of the Research/Project:

The purpose of this study is to investigate students about their

anxiety in math. It hope that the research will provide valuable

insights into the society.

II. Procedures:

The research will contain semi-structured interview. The

researchers will select participants from the questionnaire

administered to students.

III. Risks:

There are minimal risks involved in participation of their study.

Phone numbers and email address of the counselling service in the

area will be provided. The whereabouts of the tapes will be only

 25

known by the researchers and the transcripts will only be access to

the researcher and their committee.

IV. Benefits:

The benefits of this project will be for the students and for the

society.

V. Confidentiality:

All students that is involved to this research project will be no

identifying information collected. Notes will be taken, but in the final

write up there will be only use of names or any other identifies. The

researcher will only break confidentially if the health, safety, and

well-being of the community.

VI. Compensation:

There will be no compensation of participating in this study.

VII. Freedom to withdraw:

The participants are free to withdraw from the study whenever

he/she feels it necessary.

If you wish to withdraw contact one of the following:

Danny Facurib-09218034549

Rosalie Balascopo-09480052373

Rhea Jane Dugaduga-09489488837

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VIII. This research project has been approved as a required by the

requirement for the practical research 1 subject of Grade 11 SHS,

Fatima General Santos City.

Approval Date Approval Expiration Date

Danny Facurib
Rosalie Balascopo
Rhea Jane Dugaduga
Researchers Participant
27
 28

APPENDIX E

DOCUMENTATION
 29

CURRICULUM VITAE

Danny B. Facurib

Purok 11-B, BLK. 01 Brgy.

Fatima, General Santos City
Fatima Central
Elementary School
09218034549
(2012-1013)
dannyfacurib@yahoo.
Fatima National High
School (2016-2017)
com
Grade 11- Senior High
at Fatima National High
EDUCATIONAL ATTAINMENT School
 30

CURRICULUM VITAE

Rosalie E. Balascopo

Zone 10-A Brgy. Fatima,

General Santos City

09480052373

Isulan Central School

rosalie.balascopo@ya
SPED Center (2012-
hoo.com1013)

Isulan National High

EDUCATIONAL ATTAINMENT School (2016-2017)
Grade 11- Senior High
at Fatima National High
School
 31

CURRICULUM VITAE

Rhea Jane G.
Dugaduga
Purok 11-C, BLK. 02 Brgy.
Fatima, General Santos City

09489488837

rheajanekim@gmail.c
om
Fatima Central
Elementary School
(2012-1013)
EDUCATIONAL ATTAINMENT
Fatima National High
School (2016-2017)
Grade 11- Senior High
at Fatima National High
School
32