The Mathematics Anxiety of Grade 9 Students from the Kaylaway National High School, Nasugbu, Batangas

Abstract

INTRODUCTION

Although not a new phenomenon, there has been an increasing focus on Mathematics anxiety over the past couple of decades. The researcher looks at different aspects of this phenomenon and defines it accordingly. For this paper, Mathematics anxiety will be defined as anxiety that is present or produced surrounding mathematical content eliciting an emotion that blocks a person's reasoning ability when confronted with a mathematical situation.

METHODS

Descriptive-quantitative method of research was used in this study. The major aim in utilizing this method was to determine the level of Mathematics anxiety of Grade 9 in Kaylaway National High School in terms of course content and in evaluation. The study identified the relationship on the responses of the respondent regarding Mathematics anxiety and performance of students in Mathematics.

RESULTS

Results of the study were as follows : the respondents' ages were on their prescribed ages based on the Department of Education policy and the majority of the respondents were female; the Mathematics anxiety of students in terms of course content and in terms of evaluation was at a much level; there was no significant relationship on the responses of the respondent regarding Mathematics anxiety when they are grouped according to their profile variables revealing that age and gender did not measure the level of Mathematics anxiety experienced by students during Mathematics class; there was no significant difference between the course content anxiety and evaluation anxiety of students towards Mathematics revealing that Mathematics anxiety had nothing to do with the performance of students in Mathematics; the intervention program was made by the researcher to lessen the Mathematics anxiety of students and improve their Mathematics performance.

DISCUSSIONS

Teachers should provide students with Mathematics activities that will lower the Mathematics anxiety of students and will improve their Mathematics performance whether they are young or old, male or female. They should provide students with a conducive environment for effective learning to students motivated them in positive affective learning environments. They may provide learning opportunities where students can alter their reluctance into willingness, fear into fun, and anxiety into an adventure. Mathematics teachers are encouraged to implement the proposed intervention program for more considerable learning outcomes.