Relationship of Anxiety and Achievement in Mathematics among 4th Grade Pupils at Senator Maria Kalaw Katigbak Memorial School

Abstract

INTRODUCTION

Mathematics plays a significant role in man's life. It equips the individuals with a uniquely powerful set of tools to comprehend and change the world. In spite of all the technological advancement and all the innovations in the classroom, colorful visual aids, and recreation as method of learning to improve mathematics education, students still have poor performance in the subject. Some educators attribute this to negative attitude toward Mathematics, lack of interest, teaching approach used, teacher factor, and classroom environment, to name a few. The relationship of how anxiety and achievement in Mathematics are related is far from resolved. Therefore, it should be examined closely. Deeper insights into the emotional factors that affect the teaching-learning situation are needed so that Mathematics achievement will improve. Research has shown that mathematics achievement in students is influenced by psychological factors such as mathematics anxiety.

METHODS

The researcher used the descriptive method to assess the level of anxiety and achievement in Mathematics and determine if significant relationship will exist between the variables. The purpose of this study was to determine mathematics anxiety and mathematics achievement among 4th grade pupils. The study involved 25 pupils and used the MARS-E instrument. This study investigated the relationship between anxiety and achievement in Mathematics of those pupils. It mainly covered the anxiety level using the Mathematics Anxiety Rating Scale and the grades obtained by the respondents in Mathematics. The data was analyzed using Statistical Package for the Social Sciences (SPSS) to determine the mean, frequency and t-test.

RESULTS

The findings of the study indicated that the Mathematics anxiety among 4th grade pupils is low. The t-test showed that the mean difference between mathematics anxiety and achievement is not significant. Thus, Math anxiety is one factor that affects student achievement. The research is holistic for it focused not only in intellectual aspect of a child but also in emotional aspect with regards to Mathematics.

DISCUSSIONS

The study helped the students to make them aware of their behavior that can affect their achievement in Mathematics course. The information gathered can help them to deal with Mathematics anxiety. An action plan was proposed to increase pupils’ achievement in Mathematics and decrease their anxiety level.