Local studies about math anxiety in the philippines

Mathematics Anxiety Effect and the Academic Performance of Selected Grade 11 and 12 Accountancy and Business Management Students of Divine Word College of Calapan

A Research Paper Presented to the Senior High School Faculty Divine Word College of Calapan Calapan City

In Partial Fulfillment Of the Requirements for the Practical Research 2 Accountancy, Business and Management

Presented by: Aprille Kate Jazeerah D. De Villa Peter Justine Masongsong Keith Ann G. Eguiron

ABSTRACT

In a society where Mathematics is considered as a universal language, mathematical illiteracy can severely limit one’s potential to succeed. Many people in our highly technological society experience a feeling of intimidation and fear when confronted with Mathematics. Thus, the researchers presented a research study explain briefly and explain the relationship of Mathematics anxiety and the Academic standing of a student. Mathematics anxiety was based in terms of Nervousness, Paranoia, Passive Behavior and Lack of Confidence. 40 ABM students from Divine Word College of Calapan was chosen to participate in the study. They were asked to answer a 40 item questionnaire. Results were gathered and analyzed using Weighted Mean and Pearson's r to show their significane. Upon the completion of the study it is identified and concluded that Mathematics Anxiety affect the Academic Performance of students.

CHAPTER I

Problem and Its Setting Introduction In a society where Mathematics is considered as a universal language, mathematical illiteracy can severely limit one’s potential to succeed. Many people in our highly technological society experience a feeling of intimidation and fear when confronted with Mathematics. Student’s prior negative experiences in Mathematics class and at home when learning Mathematics are often transferred but are often transmitted with lack of understanding. On the other hand, millions of

As one moves from elementary to secondary levels, some adjustments need to be made. The transition experienced by students caused by anxieties often results to some difficulties and problems which may affect them and their studies. The anxieties experienced by the students may be carried over when they reach the college level. Thus, the Mathematics anxiety felt among Senior High School Students has the tendency to be nurtured, if this would not be given immediate attention.

It is at this point that the researcher believes that the difficulties the students have to cope with prominent contributing factors to their low performance in Mathematics necessitate urgent attention. To a large extent, many of these pupils may have experiencing fear, tension or apprehension when confronted with Mathematics subject. They become restless and frustrated in doing Mathematics work. This also includes the students’ negative attitude toward Mathematics that may hinder their learning towards the subject. All of these should be considered to search for the possible remedy to improve academic achievement of the students in Mathematics.

This study is created to determine the relationship of mathematical anxiety and the performance of ABM Students in Divine Word College of Calapan.

OBJECTIVES OF THE STUDY

This study aims to determine the Mathematics anxiety and performance in Mathematics of Senior High School ABM students at Divine Word College of Calapan

1. To determine the extent of Mathematics anxiety of the students in terms of:

1 Lack of confidence 1 Nervousness 1 Paranoia 1 Passive Behavior 2. To determine the level of performance in Mathematics of ABM SHS Students at DWCC

1. To determine if there a significant relationship between the extent of Mathematics anxiety of the students and their level of performance in Mathematics

2. To determine if is there a significant difference in the extent of mathematics anxiety of the students when grouped according to the following:

4 Lack of confidence

1. Is there a significant relationship between the extent of Mathematics anxiety of the students and their level of performance in Mathematics?

2. Is there a significant difference in the extent of mathematics anxiety of the students when grouped according to the following:

4 Lack of confidence 4 Nervousness 4 Paranoia 4 Passive behavior?

STATEMENT OF THE HYPOTHESES

This study tested the following hypotheses:

1. There is no significant relationship between the extent of Mathematics anxiety of the respondents and their level of performance in Mathematics.

2. There is no significant difference in the extent of Mathematics anxiety of the students when grouped according to the following:

2 Lack of confidence

2 Nervousness 2 Paranoia 2 Passive Behaviour

Significance of the Study

The findings of the study would be beneficial to the school community specifically, students, mathematics teachers parents school as well as the future researchers.

To the Students: Determining the relationship of Mathematics Anxiety and the Academic Performance of the student would give them an idea of how does Mathematics Anxiety affect their performances n school. As a result, it could provide them some insights for a more efficient and effective learning towards Mathematics and other subject-related areas.

To the Mathematics Teachers: To provide them for better insights and understanding of the students' needs towards better teaching approaches to facilitate the learners' Mathematics learning and understanding.

To the School: To serve as a base information of the learning experiences of the student with the view of finding solutions to remediate the situations.

On the other hand, the students' level of performance was measured in terms if their grades in Mathematics obtained during the 1st semester.

Definition of Terms

The following terms were defined operationally to facilitate understanding of the study:

Mathematical Anxiety- It refers to the students’ feelings and attitude towards Mathematics as measured in terms of lack of confidence, nervousness, paranoia and passive behavior.

Lack of Confidence - It refers to the students’ feeling of helplessness when they never know the answer to the problem.

Nervousness- It refers to the pupils’ feeling of helplessness that envelops their whole being when dealing with Mathematics situations.

Paranoia- It refers to the pupils’ feeling of helplessness when they think they are the only persons not capable of completing the Mathematics exercises especially those very complicated ones.

Passive Behavior- It refers to the attitude of students towards the Mathematics. It is the unintended side effects.

Level of Performance in Mathematics- It refers to the ability of the students in Mathematics as measured in terms of the grade

they obtained based on their participation, quizzes, unit test, periodical test projects and assignments.

Conceptual Framework Independent Variable Dependent Variable Mathematics Anxiety Students Academic - Paranoia Performance - lack of self confidence - nervousness - passive behaviour

As shown, the independent variable of the study is the students’ Mathematics anxiety. It is measured in terms of lack of confidence, nervousness, paranoia and passive behavior while the students’ performance in Mathematics is the dependent variable of the study.

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

to prepare him for constructive and effective involvement. The objectives of the curriculum in Mathematics is to demonstrate understanding and skills in computing with considerable speed and accuracy, estimating, communicating, thinking analytically and critically, and in solving problems in daily life using appropriate technology. Consequently, Zulueta (2016) cited that one of the major goals of education in the Philippines is to foster, promote, and develop democracy as a way of life. This implies a number of things such as: respect for potentialities of each individual; obligation of each individual to contribute to the welfare of the group of which he is a member; participation in experience which will foster social, economic, intellectual, and physical growth; and the right of each individual to make a choice commensurate with his intellectual capacity and maturity. Democracy as a way of living is a way of behavior. The development and modification of such behavior are accomplished through helping the learners to solve problems meaningful to them. Therefore, a program of education must be identified with such problem affecting their lives. The solution of these problems implies the development of varied interest and appreciation for effective and wholesome living; ability to think clearly and to make choices that is socially constructive.

To support the objectives of the state in relation to the child’s interest, Batas Pambansa Blg. 232 established an Act Providing for the Establishment and Maintenance of an Integrated System of Education, Part II, Chapter I, Section 21, give emphasis that one of the objectives of elementary education is provide the knowledge, and develop the skills, attitudes, and values essential to personal development and necessary for living and contributing to a developing and changing social milieu. It is said that the teacher can be one of the contributing factors in the child’s anxiety towards Mathematics. Therefore, teacher has a great responsibility in facilitating the child’s behavior and attitude towards the subject. The Code of Ethics for Professional Teachers Resolution No. 435 Series 1997, Article VIII, section 9, states that a teacher shall ensure that conditions to the maximum development of learners are adequate, and shall extend needed assistance in preventing or solving learner’s problems and difficulties. In addition, Section 2 states that a teacher shall recognize that the interest and welfare of learners are his first and foremost concern, and shall handle each learner justly and impartially. Furthermore, Bilbao (2016) cited the Republic Act No. 8980, An Act Promulgating a Comprehensive Policy and a National System for Early Childhood Care and Development, Section 2, states that the policy of the state is to promote the rights of

UNESCO’s Framework for Action to Meet Basic Learning Needs is to institutionalize early childhood care and development. UNICEF has developed a framework for rights-based, child-friendly educational system and schools that are characterized as “inclusive, healthy and protective for all children, effective with children, and involved with families and communities – and children”. Within this framework are: the school is a significant personal and social environment in the lives of its students. A child-friendly school ensures every child an environment that is physically safe, emotionally secure and psychologically enabling (Bilbao et. al. 2006). Children are natural learners, but this capacity to learn can be undermined and sometimes destroyed. A child- friendly school recognizes, encourages and supports children’s growing capacities as learners by providing a school culture, teaching behaviors and curriculum content that are focused on learning and the learner. The ability of a school to be and to call itself child-friendly is directly linked to the support, participation and collaboration it receives from families. And last but not the least, Child-friendly schools aims to develop a learning environment in which children are motivated and able to learn. Staff members are friendly and welcoming to children and attend to all their health and safety needs. This type of

program was adapted and integrated also by the Philippines in its own educational system (Bilbao et. al. 2006).

Foreign Studies

As explained by Kennedy (2009, Mathematics anxiety ranks number one on the list of reasons when some persons are confronted with challenges in performing Mathematics calculations or conducting higher level math reasoning. According to Harding, Math anxiety as learned emotional response usually comes from negative experiences in working with teachers, tutors, classmates, parents or siblings. As such, it is vital that young children build confidence in their ability to do mathematics, as deficiencies in this area can be a major impediment to many facets of life. Moreover, Philips (2010) in his study entitled, “The Causes and Prevention of Mathematics Anxiety” found out that pressure of timed tests and risk of public embarrassment have long been recognized as sources of unproductive tension among many students. Likewise, the study revealed that there were three regular practices noted as part of the traditional mathematics classroom that caused great anxiety in many student namely, imposed authority, public exposure, and time deadlines. Thus, it was recommended that teaching methods must be examined

fluency in Math may be more related to math anxiety than overall performance. In a study conducted by Ashcraft and Kirk (2012) entitled, “Working Memory, Math Performance, and Math Anxiety”, it was found that math – anxious students struggle on problems involving carrying, borrowing, and long division process that require a lot of working memory, thus concluded that a function that easily disrupted among students is prone to Math anxiety. To add more information, Montagano (2010) in her study entitled, “Dimensions of Math Anxiety in 9 – 11 Years Olds” concluded that Mathematics anxiety tends to influence participation of Math, and is associated with lower high school and college Math grades, lower enjoyment of Math, lower Math learning, mastery, and motivation. It has been also found out that Mathematics anxiety first surface in Grade 4 indicating a need for a study looks at Mathematics anxiety in 9- to 11-year- old children. According to Mills (2010) in his study entitled, “Negative Feelings about Math” that an individual’s Math anxiety tends to focus on one to two areas: 1) taking Math tests and similar Math performance issues; or 2) learning Math concepts and procedures. The finding also showed that Math anxiety is not associated with general anxiety disorders, nor is there any association with low intelligence. On average, females are found

to be slightly more likely than males to report problems with Math anxiety. Moreover, a study conducted by Kawakami et al. (2008) entitled, “Approaching Math Increase Math=me, Math=pleasant” showed that women that were trained to approach rather than avoid Math showed a positive implicit attitude towards Math. These findings were only consistent with women low in initial identification with Math. On the other hand, Zakaria and Norlin’s (2008) study entitled, “The Effects of Mathematics Anxiety on Matriculation Students as Related to Motivation and Achievement” revealed that the mean achievement scores and motivation scores of low, moderate and high anxiety groups were significantly different. Findings also revealed a low (r = 0) but significant (p<0) negative correlation between Mathematics anxiety and achievement and also a strong (r = -0) significant (p<0) negative correlation between Mathematics anxiety and motivation. The study also revealed a significant low positive correlation (r = 0) between motivation and achievement. Claudia Khorney-Bowers (2105) in her study entitled, “Equity for All Students in the New Millennium: Disabling Math Anxiety” found that many classroom still rely on traditional approaches such as presenting vast bodies of factual information and neglecting to make connections between important concepts and

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