FACTORS AFFECTING THE MATHEMATICS ANXIETY EXPERIENCED BY THE SELECTED GRADE 7 STUDENTS OF GENERAL DE JESUS COLLEGE DURING THE SCHOOL YEAR 2023-2024

Abstract

Mathematics, also known as Math, is often regarded as a pure science. According to Daker et al. (2023), students who consistently underperform in mathematics are often those who struggle to understand mathematical concepts at a faster pace. Students who experience math anxiety tend to have heightened levels of anxiety when engaging with mathematical tasks. Math anxiety is defined as tension and apprehension that interfere with mathematical performance and the ability to solve mathematical problems in various everyday and academic situations (Khasawaneh, 2021). While many studies have explored the relationship between math anxiety and academic performance, there remains a substantial lack of knowledge regarding how various moderating variables interact with math anxiety to influence educational outcomes. Hence, this study was conducted to examine the factors affecting the mathematics anxiety experienced by selected Grade 7 students of General de Jesus College during the School Year 2023–2024. This study utilized a qualitative research approach, specifically the descriptive method, to gather information on the mathematics anxiety experienced by selected Grade 7 students at General de Jesus College, San Isidro, Nueva Ecija. Ten (10) participants were selected using purposive sampling and quota sampling. To determine the anxiety levels of the students, the researchers employed an adapted survey questionnaire titled Mathematics Self-Efficacy and Anxiety Questionnaire by May Diana K. (2009), as cited by Berou Mark (2016). Additionally, semi-structured interviews supported by audio recordings were conducted to gather further data. The study showed that most participants were female and belonged to Sections Violet and Blue. The majority of female participants who experienced math anxiety came from Section Violet. The results indicated that the factors influencing the mathematics anxiety of the selected Grade 7 junior high school students of General de Jesus College included negative perceptions toward mathematics, teacher-related factors, and family-related factors. Lastly, the coping strategies employed by the participants to reduce math anxiety included relaxation, listening to music, drinking water, and praying. The study identified several factors that affect students’ mathematics anxiety, primarily negative perceptions toward the mathematics subject. These factors include teacher-related and parent-related influences, as well as students’ negative views of mathematics. Furthermore, the study discovered that listening to music during study sessions can have a positive effect on students’ emotional states by promoting relaxation and pleasant feelings, which may enhance composure, problem-solving skills, and clear thinking. With these findings, the study demonstrates that helping students feel more at ease with mathematics and addressing the factors that contribute to math anxiety can support better learning outcomes in the subject.