THE RELATIONSHIP BETWEEN THE MATH ANXIETY

LEVEL AND THE MATH PERFORMANCE LEVEL OF

THE
GRADE FIVE PUPILS OF THE UCCP HOPE
CHRISTIAN SCHOOL OF BATANGAS, INC.
FOR THE SY 2015-2016
ACTION RESEARCH

I. INTRODUCTION
Mathematics is both a tool and a way of life. Considered as one of the
basics in our formal educational system, it is a useful tool used in learning
and doing. Just like reading, writing, and speaking, mathematical skills are
important in ones daily living. Every academic discipline and every
profession uses mathematics in varying degrees, some more than others, but
the bottom line is, it is indispensable to man. Mathematics is used to solve
problems encountered in real life, from simple ones like counting money and
the like, to complex ones like searching for solutions for environmental
problems and hunger.
Mathematics is also universal and absolute. Different countries may
speak varying languages, but pure mathematics uses the same symbols and
numbers, regardless of location and language. It is not relative since it does
not change according to mens opinions and feelings. Mathematical rules and
concepts are fixed and exact.
Accompanying the usefulness and indispensability of mathematics is
the fact that it is one of the most misunderstood subjects (Lewis).
Mathematics has always been a source of anxiety and difficulties among
students of different ages, and even among teachers. The subject has always
been associated with the words difficult and abstract. Because of these
misconceptions about mathematics, people fail to see the real beauty of

mathematics and fail to appreciate it. Some students even deliberately avoid
mathematics or anything associated with it.
In the classroom setting, mathematics has also been one of the most
challenging subjects to teach. Basic math concepts like counting and simple
addition are introduced as early as pre-kindergarten classes. Mathematical
lessons increase in complexity and difficulty as a child goes to the primary,
intermediate and secondary levels of learning. Failure to establish a healthy
foundation of mathematical skills and positive attitudes towards Math in the
early years of learning results to more difficulties in learning higher Math.
Majority of children come to class with negative preconceptions about math
finding it boring, difficult, or simply irrelevant. Many are influenced by their
parents who used to hate Math back when they were in school. These
negative attitudes toward Math add to the challenge of motivating children
to persevere and even excel in their mathematics subject. Negative
outcomes of these attitudes toward Math end to have repercussions even
through adulthood and affect even ones later performance and career
choices later in life.
Mathematics help train the learners develop important life skills such
as critical and analytical thinking, computational skills and problem solving
skills. Problem solving, for instance, requires reading and comprehension
skills of the word problem situations presented in classroom exercises and
exams and relates mathematics to real life situations and applications of

concepts learned. Mathematics involves higher order thinking skills which

should be acquired and mastered by a 21st century leaner. Yet recent
measurements and tests done on the Math performance levels of learners,
both in the local and international levels, reveal that many of our students
are performing poorly in Mathematics.

II. BACKGROUND OF THE STUDY

The primary purpose of this study was to determine the relationship
between the anxiety level and the performance level in Mathematics of the
Grade Five pupils of UCCP Hope Christian School of Batangas, Inc. for the
school year 2015-2016.
UCCP

HOPE

Christian

School

of

Batangas,

Inc.

is

private,

nonsectarian educational institution ran by the United Church of Christ in the

Philippines. It is located along the corner of the busy streets of C. Tirona and
P. Burgos and is near different establishments like malls, banks, restaurants,
fastfood chains, market, and grocery stores. The school offers preelementary and elementary studies. It caters to students from all religious
denominations and backgrounds. However, due to limited physical space,
most grade levels offer only one section each, with class sizes ranging from
15 to 27.
4

The subject of study is the Grade Five pupils of UCCP HOPE. The class
consists of 15 pupils 8 boys and 7 girls. Most of the pupils come from
middle socioeconomic class backgrounds. The study utilized a questionnaire
as a tool for gathering data.

III. REVIEW OF RELATED LITERATURE AND STUDIES

Presented in this part are the related conceptual and research
literature which are reviewed by the researcher to serve as the background
and framework for the study at hand.
Mathematics is considered as the language of science and is essential
for the development of the scientific mind. It is not easily acquired or owned,
yet it is open to anyone who aspires to possess it (Strang, 2007).
Mathematics is one of the oldest disciplines. Mathematics as a form of
teaching and learning can be traced back to the Sumerians civilization, about
5,000 years ago, the same time that they developed reading and writing
(Mastin, 2010). Throughout history, man has always faced the need to
measure and communicate time, distance, and quantity. Together with the
development of reading and writing, codification and steady accumulation of
mathematical

knowledge

paved

way

mathematics (Moursund).

to

the

development

of

formal

Mathematics can be defined as the science of structure, order, and

relation that has evolved from elemental practices of counting, measuring,
and describing the shapes of objects. It deals with logical reasoning and
quantitative calculation (Encyclopedia Britannica).
Mathematics has always been associated by many learners, parents,
and even teachers with negative concepts and feelings such as difficult,
boring, or simply irrelevant. Many studies have been done on math
anxiety among children and adults alike. Math anxiety is defined as "a
feeling of tension, apprehension, or fear that interferes with math
performance" (Ashcraft, 2002). It is because of this apprehension or fear of
Math that many children and adults deliberately avoid situations where they
will have to purposely execute math computations. Some will even avoid
college courses that require a lot of Math subjects and careers that use Math
(Ashcraft, 2002).
According to a study done by McLeod (2005), the affective domain
(ones attitudes and beliefs) has a significant effect in learning and excelling
in Mathematics. He asserted that there should be a collaborative effort
between cognitive researchers and affective researchers in the field of Math
education.
According to Moursund (2005), expertise in the field of Mathematics
teaching consists of two components: Math content and Math maturity. Math
content refers to all the cognitive preparation one has all the theories,
6

formulas,

and

concepts

learned

while

Math

maturity

refers

to

understanding, solving problems you have not previously encountered,

theorem proving, precise mathematical communication, mathematical logic
and reasoning, knowing how to learn math, problem posing, transfer of
learning (being able to use ones math knowledge and make math
connections over a wide range of disciplines and in novel settings), and
interest (including intrinsic motivation) in math.
According to Zaccaro (2006), rote memorization of formulas does not
work in teaching children the art of problem solving in Mathematics. The
learner truly understanding the concepts is a prerequisite to learning
problem solving skills. The teacher must use, in addition to traditional
methods, age-appropriate and entertaining techniques, such as cartooning
and humorous presentation of math concepts.
According to Zeits (2006), problem solving in mathematics can be
taught using creative strategies, such as drawing pictures and employing
mathematics principles used by contestants training for Math Olympiads and
quiz bees. These creative techniques do not even require a deep background
in mathematics.

IV. STATEMENT OF THE PROBLEM

This purpose of this study was to determine the relationship between

the anxiety level and attitudes toward Mathematics and the performance
level in Math of the Grade Five pupils of UCCP Hope Christian School of
Batangas, Inc. during the school year 2015-2016.
Specifically, the study aimed to answer the following problems:
1. What is the level of anxiety of the pupils towards Mathematics?
2. What is the level of performance of the pupils in Mathematics?
3. Is there a significant relationship between their anxiety level towards
Math and their performance in the said subject?

V. DISCUSSION OF FINDINGS
This part deals with the presentation, analysis and interpretation of
data gathered from the questionnaire distributed by the researcher to fifteen
(15) Grade Five pupils of UCCP Hope Christian School of Batangas, Inc. for
the school year2015-2016.

Table 1.
Level of Math Anxiety of the Grade Five Pupils of
UCCP Hope Christian School of Batangas, Inc.
8

Statements

Weighted Verbal
Mean

A. I feel afraid when I have to go to

Rank

Interpretation

2.27

Disagree

10

2.47

Disagree

2.33

Disagree

2.87

Agree

3.47

Agree

2.40

Disagree

2.53

Agree

2.73

Agree

3.13

Agree

3.00

Agree

Math class.
B. I feel uneasy about going to the
board to solve a Math problem.
C. I am afraid to ask questions in
Math class.
D. I am always worried about being
called on in Math class.
E. I understand Math now, but I
worry that it's going to get really
difficult soon.
F. I tend to daydream during Math
class.
G. I fear Math tests more than any
other subjects.
H. I don't know how to study for
Math tests.
I. The lessons are clear to me during
our Math class, but when I go home
it's like I was never there in class.
J. I'm afraid I won't be able to keep
9

up with the rest of the class.

Composite Mean

2.72

Agree

As can be seen from the data presented in the table, the highest
weighted average with the verbal interpretation of degree is on the anxiety
that Math lessons will only get harder later on. Next is the worry that they fail
to retain what has been learned during class. Next to it is the fear that they
will not be able to keep up with the rest of the class. Following the ranks are
worries of being called on in class and that they do not know how to study in
Math. Some of them fear Math tests than any other tests. On the other hand,
most of the respondents do not have much problem with being called on to
the board to answer during Math class, nor do their minds wander during
Math class.

They also have not much apprehension in asking Math questions, nor any
fear in attending their Math classes.
The composite mean of 2.72 means that they agree with most of the
statements describing their Math anxiety. It also shows that the anxiety
stems more from the difficulty of the subject itself and fears of the
unknown but not much teacher factor-related or any disinterest in the
subject itself.
10

Table 2.
Level of Performance in Mathematics of the Grade Five Pupils of
UCCP Hope Christian Schools of Batangas, Inc.
Level of Performance
90-100 (Very High)
85-89 (High)
80-84 (Average)
75-79 (Below Average)
Below 75 (Poor)
Total

Frequency
2
5
7
1
0
15

Percentage
13.3
33.3
46.7
6.7
0
100

Rank
3
3
1
3
5

The study showed that the largest portion of the class (46.7%) belong
to those with average level of performance in Math. The next highest portion
(33.3%) of the respondents belongs to those with high level of performance.
Only 13.3% of the respondents have very high levels of performance in Math,
while only 1 out of 15 respondents has a below average level of Math
performance.

VI. CONCLUSION AND RECOMMENDATIONS

Conclusions
Based on the findings, the following conclusions were drawn:
1. Majority of the respondents agree that they have a moderate level
of Math anxiety which stems more from their conception that Math will

11

become more difficult as time progresses and their confusion on how to best
study Math.
2. Majority of the respondents have average level of performance in
Math. Only a small portion performs very highly in Math.
3. There is a significant relationship between their level of anxiety and
their level of performance in Math.
Recommendations
Based on the foregoing findings and conclusions, the following
recommendations are given.
1. Employ various strategies such as games and interactive activities
that will make Math fun, exciting, and simple for the pupils. This will help
alleviate their fears that Math is difficult and boring.
2. Offer studying techniques that will help the pupils retain what has
been studied in class.
3. Offer a lot of collaborative activities that will remove their fears that
they will not be able to keep up with their other classmates in Math and that
will develop a sense of responsibility for each other and camaraderie in the
whole group.
4. Make assessment activities in Math enjoyable and interesting to
lessen their anxiety in taking Math tests.
12

5. Provide room for individual differences. Provide an array of activities

that will cater to the learners unique learning styles and abilities.
6. Teachers must continue on enriching themselves on mathematical
pedagogy by reading and researching on effective strategies in teaching
Math skills such as problem solving and the like.
7. Since not all in Math can be taught but some are rather caught
especially from adult role models, teachers and parents must strive to be
models of positive attitudes towards Math.

APPENDIX A
DO YOU HAVE A MATH ANXIETY?

Directions: Read each of the following statements carefully. Determine

whether each statement describes you or not to a certain level. Rate

13

your answers from 1 to 4. (Check the column under the number that
corresponds to your answer.

Statements

(Strong

(Disagre

(Agre

(Strong

ly

e)

e)

ly

Disagre
e)
A. I feel afraid when I have to go to
Math class.
B. I feel uneasy about going to the
board to solve a Math problem.
C. I am afraid to ask questions in
Math class.
D. I am always worried about being
called on in Math class.
E. I understand Math now, but I
worry that it's going to get really
difficult soon.
F. I tend to daydream during Math
class.
G. I fear Math tests more than any
other subjects.
14

Agree)

H. I don't know how to study for

Math tests.
I. The lessons are clear to me
during our Math class, but when I
go home it's like I was never there
in class.
J. I'm afraid I won't be able to keep
up with the rest of the class.

REFERENCES
A. BOOKS
Cohen, C., Manion, L. & Morrison, K. (2007) Research Methods in
Education. Oxon: Routledge.
Moursund, David. 2005. Improving Math Education in Elementary
Schools: A Short Book for Teachers (A work in progress). Oregon:
University of Oregon.
15

Seifert, Kelvin and Sutton, Rosemary. 2011. Educational Psychology. USA:

Global Text Project.
Strang, Ruth. 2007. An Introduction to Child Study, Rev. ed (digitized).
New York: MacMillan.
Zaccaro, Edward. 2006. Becoming a Problem Solving Genius: A
Handbook of Math Strategies. Iowa: Hickory Grove Press.
Zeits, Paul. 2006. The Art and Craft of Problem Solving, 2nd ed. USA:
Wiley.
B. UNPUBLISHED MATERIALS
Dinglasan, Cecile, Harina, Erlyn, and Magnaye, Katrina. The Performance of
Grade VI Pupils in Problem Solving in Mathematics in Tanauan North
Central School, Division of Batangas (Unpublished Bachelors Degree
Thesis, Batangas State University, Batangas, 2003).

C. INTERNET LINKS AND PUBLISHED ARTICLES

Ashcraft, M.H. (2002). Math Anxiety: Personal, Educational, and
Cognitive Consequences. Current Directions in Psychological
Science, 11, 181-185.

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Early Math: How Children Problem Solve.

(http://www.scholastic.com/teachers/article/early-math-how-childrenproblem-solve)
Encyclopedia Britannica. 2014. Mathematics.
(http://www.britannica.com/topic/mathematics)
Legg, Angela M. & Locker, Lawrence, Jr. (2009). Math Performance and Its
Relationship to Math Anxiety and Metacognition. North American
Journal of Psychology.
Lewis, Robert H. What is Mathematics? The Most Misunderstood
Subject. (http://www.fordham.edu/info/20603/what_is_mathematics)
Mastin, Luke. 2010. The Story of Mathematics.
(http://www.storyofmathematics.com/sumerian.html)
McLeod, Douglas B. 2005. Research on Affect in Mathematics
Education: A Reconceptualization. Handbook of Research on
Mathematics Teaching and Learning. New York: McMillan Publishing.
Moursund, David. What is Mathematics?
(http://pages.uoregon.edu/moursund/Math/mathematics.htm)

17