APPROVAL SHEET

This research report of Kyla Rodrigueza, et.al. entitled “MATHEMATICS

ANXIETY AND ACADEMIC PERFORMANCE AMONG GRADE 10 LERANERS
which is prepared and submitted in partial fulfillment of the requirements for the subject,
Inquiries, Investigations, and Immersion, is hereby accepted.

MAR CHAN N. MANGUERA, MAEd.

Adviser

RESEARCH REPORT COMMITTEE

NARCISO I. AMBROCIO, JR., MAEd. JOWENA JANE O. FELIX, MAEd.

Member Member

JEORGE G. AGUAS II, MAEd.

Chairman

Accepted and approved in partial fulfillment of the requirements for the subject,
Inquiries, Investigations, and Immersion.

AMPARO M. MUŇOZ, Ed.D

Principal III, Dapdap High School
MATHEMATICS ANXIETY AND ACADEMIC PERFORMANCE AMONG
GRADE 10 LEARNERS: A CORRELATIONAL STUDY

A Research Report Presented to the

Faculty of the Senior High School Department
Dapdap High School
Dapdap, Bamban
Tarlac Province

In Partial Fulfillment
of the Requirements for the Discipline
Inquiries, Investigation & Immersions
Science Technology, Engineering
and Mathematics

by

Leader: KYLA RODRIGUEZA

Sub-leader: JOSHUA PANLAQUI
Members:
AARON JOHN MALLARI
ADONAI MONTOYA
CHRISTIAN JAY BRIONES
DARWIN MANGUERRA
ERIKA PUNO
JHENNEL ESCOTO
JOEY DINGLE
KARLO TOLENTINO
MICHAEL ARIEN TADEO
ROMAR DEL ROSARIO

April 2018
 iii

ABSTRACT

Tile: MATHEMATICS ANXIETY AND ACADEMIC PERFORMANCE

AMONG GRADE 10 LEARNERS: A CORRELATIONAL STUDY

Researchers: Leader: Kyla P. Rodrigueza

Sub-Leader: Joshua G. Panlaqui
Members:
Aaron john Mallari
Adonai Montoya
Christian jay Briones
Darwin Manguerra
Erika Puno
Jhennel Escoto
Joey Dingle
Karlo Tolentino
Michael Arien Tadeo
Romar Del rosario

Institution: Dapdap High School

Dapdap, Bamban, Tarlac
Tarlac Province

Track: Academic

Strand: Science, Technology, Engineering, and Mathematics (STEM)

Mathematics is an important knowledge for the society which is used in many aspects.

However, many individuals dislike mathematics as people continue to doubt about its

application in the real world. For this reason, many students find mathematics very difficult to

understand. The main reason for this is the mathematics anxiety.

Occasional anxiety has been a normal part of life. It involves temporary worry or fear.

Mathematics anxiety is the feeling of tension and fear that hinders a learner to solve

mathematical problems in daily life and academic circumstances. Different anxiety levels

were described in four levels: mild, moderate, severe and panic. In Dapdap High School, it is

clear that, the learners are having difficulty when it comes to math subject. With this reason,
 iv

the researchers are motivated to conduct a study that will identify the effect of mathematics

anxiety to the students’ academic performance.

For this study, survey-questionnaire instruments were used to achieve the main goal of

the research study. The questionnaire was structured in a way that respondents will be able to

answer it easily. Thus, the set of questionnaire will be designed using the math anxiety scale

(MAS) MAS is a rating scale that requires the respondents to indicate his or her degree of

agreement or disagreement to a statement.

From the data gathered, it was revealed that mathematics anxiety has significant

relationship with the academic performance of the learners. The rho of the variables is -.360

which shows perfect negative relationship between mathematics anxiety and academic

performance of students. The result establishes the fact that as the anxiety increases, academic

performance decreases and as anxiety decreases academic performance increases.

 v

Acknowledgment

The success and final outcome of this research study required a lot of guidance and

assistance from many people and the researchers are extremely privileged to have got this all

along the completion. All that have done is only due to such supervision and assistance and

they will forever be remembered and cherished;

To Mr. Mar Chan N. Manguera, The researchers adviser in Inquiries, Investigation

and Immersion, for providing such a nice support, guidance, giving all the necessary

information for the accomplishment of this research study. His comments, suggestion,

correction and compliments greatly contributed in the improvement of this piece of work;

To Mrs. Joanna G. Capul, Adviser of grade 12 stem, for her invaluable in time,

effort and wisdom in providing exemplary encouragement, timely support and guidance’till

the completion of this paper;

To Ruperto G. Patangui Jr., OIC of Dapdap High School, for providing

incomparable assistance and suggestions for the improvement of this paper. Also for guidance

and advice in the pursuit of the study;

To Mrs. Lorna B. Castro, Focal person of Senior High School, for providing such a

nice support and guided us all along . Also for the encouragement to pursue the study up to its

completion;

To Ms. Jenalyn P. Abraham, The researchers statistician, for her unselfish assistance

and unwavering support in sharing her expertise, excellence and wisdom in research and

statistics;
 vi

To Mrs. Lea V. Sabasa and Mrs. Mailyn Q. Feliciano, for their knowledge, advice,

and encouragement ‘till the completion of the study. Also for sharing their expertise in

research and statistics;

To Mr. Arcangel Q. Bañez Jr., Mr. Narciso I. Ambrocio Jr., Jessie Aquino, Ms

Jowena O. Felix and Mr Jeorge G. Aguas, The members of the panel, for their professional

and helpful comments and suggestions to improve the study and make it a polished paper. The

researchers are very greatful and thankful for the support and knowledge they’ve given;

To Mrs. Rowena T. Manipon, Grade 10 Chairperson of Dapdap High School, for

supporting and allowing the researchers to conduct the study;

To the Grade 10 learners of Dapdap High School during the school year 2017-2018,

for their active participation in the duration of data gathering;

To Science, technology, engineering and mathematics class of school year 2017-

1018. For their support and encouragement they’ve given. The researchers are very grateful to

have them as a classmates, friends, and supporters;

To the Researchers’ parents, for all the support emotionally and financially. Also for

the love, encouragement and guidance they’ve given throughout the making of the research

study;

To our God Almighty, for the blessings and guidance he’d given. The researchers will

not be able to finish this paper without his constant guidance and presence.
 vii

DEDICATION

This work of persistence and love is wholeheartedly

dedicated to our God Almighty, and our parents,

Mr. and Mrs. Rodrigueza, Mr. and Mrs. Panlaqui, Mr. and Mrs. Mallari, Mr. and Mrs.

Montoya, Mr. and Mrs. Briones, Mr. and Mrs. Manguerra,Mr. and Mrs. Puno,

Mr. and Mrs. Escoto, Mr. and Mrs. Dingle,

Mr.and Mrs. Tolentino, Mr. and Mrs. Tadeo,

Mr. and Mrs. Del Rosario

-The Researchers
 viii

TABLE OF CONTENTS

Page
APPROVAL SHEET………………………………………………………………….. i
TITLE PAGE………………………………………………………………………….. ii
ABSTRACT………………………………………………………………………….... iii
ACKNOWLEDGMENT……………………………………………………………… v
DEDICATION……………………………………………………………………….... vii
TABLE OF CONTENTS…………………………………………………………….... viii
LIST OF TABLES…………………………………………………………………….. x
LIST OF FIGURES…………………………………………………………………… xi

Chapter

1 THE PROBLEM AND ITS BACKGROUND

Introduction……………………………………………………………. 1
Statement of the Problem……………………………………………… 4
Hypothesis……………………………………………………………... 5
Significance of the Study……………………………………………… 5
Scope and Delimitation………………………………………………... 6
Definition of Terms……………………………………………………. 6

2 REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature……………………………………………………… 8
Related Studies………………………………………………………… 10
A. Foreign…………………………………………………………….... 10
B. Local……………………………………………………………….... 12
Conceptual Framework………………………………………………… 13

3 METHODS OF STUDY AND SOURCES OF DATA

Research Design………………………………………………………... 16
Research Locale……………………………………………………….... 16
The Respondents………………………………………………………... 17
Samples and Sampling Techniques……………………………………...17
The Research Instrument and Validation of Instrument………………... 17
Data-Gathering Procedure………………………………………………..18
Statistical Treatment……………………………………………………...18
4 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

1. Anxiety level of Grade 10 students…………………………………… 21

2. Academic Performance of Grade 10 students………………………… 22
3. Relationship between Math Anxiety and Academic Performance……. 23
4. Implications of the study in teaching and learning mathematics……… 23
 ix

5 SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

Summary of Findings………………………………………………….. 25
Conclusions…………………………………………………………….. 26
Recommendations……………………………………………………… 27

REFERENCES………………………………………………………………………... 29

APPENDICES………………………………………………………………………… 32

A. Letter of Approval (Officer In Charge)……………..........................................33

B. Letter of Approval from the Respondents………………………………….. .34
C. Sample Questionnaire……………………………………………………….. 35
D. Statistical Results…………………………………………………………… 36
CURRICULUM VITAE…………………………………………………………….... 40
 x

LIST OF TABLES

Tables Page

1. Anxiety level of Grade 10 learners…………………………………………………... 21

2. Academic Performance of Grade 10 learners………………………………………... 22
3. Relationship between Math Anxiety and Academic Performance……………………23
 xi

LIST OF FIGURES

Figure Page

1 The Paradigm of the Study………………………………………………….. 14

 Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Most students have accounts of struggling with mathematics subject which make them

think about if they can use the knowledge in real world. Certain teachers and parents admit

having been asked about the application of mathematics in life. Some answered that

knowledge in mathematics is necessary and important to everyone regardless of the

occupations and status they have in society. From home to school, mathematics tools have

become a part of our day to day life. Mathematics is a unique subject and it is a fundamental

part of school curriculum.

According to Shernan et al. (2014), “Mathematics instruction must provide many

opportunities for concept building, relevant challenging question, problem solving, reasoning

and connections within the curriculum and real world situation “Students need to rely to

memorization and listing all the information and variables you need to identify in a

mathematical situation”.

However, majority of students all over the world dislike mathematics. Scarpello

(2007) stated that “Seventy five per cent of Americans stop the study of mathematics and stay

away from many careers that related to mathematics”. The main reason for this is the

mathematics anxiety.

Mathematics is a subject that causes many negative emotions of students. One of the

main challenges to mathematics teacher is to make a positive behaviour in students towards

learning mathematics therefore, teachers should be aware of students affective beliefs and

interrelations of those in learning mathematics.

 2

Truly in the Philippine context, education remains a top priority. However, there are

some reasons demotivating students when it comes to Mathematics. When being tested, they

become anxious causing them to lose confidence in answering different math problems and

math equations.

According to Anxiety and Depression Association of America (ADAA), “Anxiety is

an in-depth analysis and explanation of key anxiety disorders.” The term “anxiety disorder”

refers to specific psychiatric disorders that involve extreme fear or worry, and includes

generalized anxiety disorder (GAD), panic disorder and panic attacks, agoraphobia, social

anxiety disorder, selective mutism, separation anxiety, and specific phobias.

Occasional anxiety is a normal part of life; you might feel anxious when faced with

problem, before taking a test, or making an important decision. But anxiety disorders involve

more than temporary worry or fear. For a person with an anxiety disorder, the anxiety does

not go away and can get worse over time. The feelings can interfere with daily activities such

as job performance, school work and relationships. There are several types of anxiety

disorders namely: generalized anxiety disorder, panic disorder, and social anxiety disorder.

(National Institute of Mental Health)

Mathematics anxiety is the feeling of tension and anxiety that hinders operation and

solving mathematical problems in everyday life and academic situations. Students who suffer

from mathematics anxiety have little confidence in their ability to do mathematics; they tend

to take least numbers of required mathematics courses which limits their career choice options

(Garry, 2005).
 3

Math anxiety usually begins with unpleasant experiences in the math classroom.

Typically math performance in classrooms demands an over reliance on procedures as

opposed to a primary focus on understanding math concepts and empowering students to think

critically and analyse a problem before being simply shown what to do. Trying to memorize

procedures rather than understanding math concepts, rules and routines without much

understanding often causes the math to be quickly forgotten, which is when panic sets in for

learners. High school mathematics is more on analysing, understanding with complex

problems and lessons which become an issue for some students and can even hinder their

performance on tests. Feelings of nervousness, anxiousness and tension tend to take over,

essentially preventing the student from completing the problem to the best of their ability.

Expected under stress have some degree of anxiety. Anxiety is your body’s way of

communicating to something either it makes you feel temporarily unsafe or stressed. There

are different ways your body corresponds to anxiety causing different symptoms as the level

of anxiety increases. The founder of psychiatric nursing, Hidridge E, Peplau, described 4

levels of anxiety namely: mild, moderate, high and very high.

Mild anxiety is common in everyday life. At this level, you’re likely open minded,

although stressed. You might experience irritability, sweaty palms and heightened senses. At a

moderate level of anxiety, you’re likely to focus exclusively on the stressful situation directly

in front of you and ignore other tasks. You might experience a faster heartbeat, dry mouth,

sweating and stomach pain or nausea. With high anxiety, symptoms intensify and others

develop, such as a pounding heartbeat, chest pain, headache and scattered thoughts with this

your ability to focus and solve problems is impaired which can lead to further anxiety. Very

high of anxiety is the most disruptive and challenging, as it overwhelms your capacity to
 4

function normally. You may experience an inability to move or speak, but sometimes the

opposite is true.

In Dapdap High School, it is clear in class that students have their difficulties in

understanding and answering different kinds of mathematics problem solving. Thus, their

performances in Math at times are considerably poor. In connection, Math teachers make use

of other methods to make it more easy and understandable, but others are not conscious of the

teaching methods they employ. With the said review, the researchers are motivated to conduct

the study in determining the level of mathematics anxiety among Grade 10 learners. Given

these preparatory interpretations, the researchers are optimistic that the results of the study

will help the students to understand their views about Mathematics and discover the presence

of mathematics anxiety among the students that needs to be addressed.

Statement of the Problem

This study aimed to identify the level of mathematics anxiety and academic

performance of the grade 10 students. Specifically, it sought to answer the following

questions:

1. What is the anxiety level of Grade 10 learners of Dapdap High School?

2. What is the academic performance of Grade 10 learners?

3. Is there a significant relationship between mathematics anxiety and academic

performance of Grade 10 learners?

4. What are the implications of the study in teaching and learning mathematics?
 5

Hypothesis of the study

The following hypothesis was tested on a .05 level of significance.

Ho: There is no significant relationship between mathematics anxiety and academic

performance of Grade 10 learners.

Significance of the Study

The results of the study will help the Junior High School learners, teachers, parents,

and future researchers to persistently work for a better understanding of math anxiety.

To the Students. Not of all students liked mathematics. In fact, some learners report

tension, apprehension and fear when facing mathematical tasks during class which makes the

learners to perform math related activities poorly. This study will be a great help to the

learners allowing them to think they have anxiety issues towards mathematics.

To the Teachers. The given data would guide the teachers on what to do with learners

who have math anxiety. The results will provide the teachers important knowledge about the

attitude of learners toward mathematics anxiety. The study contains the factors that affect the

anxiety level of junior high school particularly, grade 10. Therefore teachers can guide their

learnerss to gain assertive attitude towards mathematics.

To the School Administrators. This study will give them opportunities to discover

the level of anxiety of the Grade 10 learners in Mathematics subject. Through the data that

this study will provide, the Mathematics policy that each school promotes or campaigns will

be transformed and improved for the benefit of the whole school community considering the

quantitative evidences that the study will bring out.

 6

To the Parents. Like the teachers, the parents will also have important knowledge

about math anxiety and inform them that their children might be experiencing math anxiety.

The parents would be able to understand what their children are going through.

To the Future Researchers. Researchers absolutely gain ideas/knowledge about the

math anxiety level of Grade 10 learners in this study; this can also help decrease the

predictions and speculations of our readers. The outcome of the study is beneficial to both

present researches and future researchers. This study may be one of the bases of a new theory

in learning.

Scope and Delimitation

This study focused on the mathematics anxiety among grade 10 students of Dapdap

High School, Bamban, Tarlac during the school year 2017-2018. 232 students from Grade 10

are the subjects of this study.

The study was delimited in determining the mathematics anxiety level of Grade 10

learners with the use of Mathematics Anxiety Scale (MAS) in terms of the following levels of

anxiety: mild anxiety, moderate anxiety, high anxiety and very high anxiety; Identifying the

academic performance of the respondents; and Identifying whether mathematics anxiety is

correlated with the academic performance or not.

Definition of Terms

The study defined the following terms both conceptually and operationally for a clear

view and differentiation.

Anxiety. This refers to a nervous disorder characterized by a state of excessive

uneasiness and apprehension, typically with compulsive behaviour or panic attacks (Merriam,
 7

2018). In this study, this refers to the feeling or tension, or fear that interferes with the

mathematics subject.

Factors. This refers to the things that affect an event, decision or situation

(HarperCollins, 2007). In this study, these are the elements which can affect or contribute to

the main problem.

GAD (Generalized Anxiety Disorder). This refers to the excessive, exaggerated anxiety

and worry about everyday life events with no obvious reasons for worry (WebMD, 2016).

MARS (mathematics anxiety rating scale). This refers to a major scale used to

measure the mathematics anxiety level (http://www.ncbi.nlm.nih.gov/m/pubmed/12674278)

In this study, this refers to the scale that was used to identify the levels of mathematics anxiety

of the subjects.

MAS (Mathematics Anxiety Scale). The MAS consists of 10 items with the first 5

items positively worded and the last 5 items negatively worded (Godbey, 1997).

Mathematics. This refers to the systematic treatment of magnitude, relationships

between figures and forms, and relations between quantities expressed symbolically (Free

Dictionary, n.d). In this study, this refers to the subject being taught in the school in the

Philippines.
 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the literature, concepts, ideas, and complete researches which are

related to the conduct of this study. They were selected to support the knowledge of ideas and

perceptions included in the paper for well and meaningful improvement. Both local and

foreign studies have been pondered on which the researchers think have connection with the

present study.

Related Literature

Wigfield and Meece (1988) claimed that there are some people who have moderate or

severe specific mathematical learning disabilities and many people acquire some aspects of

mathematics to be cognitively difficult. A large number of children and adults have

mathematics anxiety, which may affect their mathematical learning and performance and

some of these is avoidance of activities and tasks related to mathematics in which it resulted

to negative implications for mathematical development, mathematics education and

engagement in mathematics-related activities.

Hembree (1990) stated that with regards to mathematics, mathematics anxiety seems

to be related to self-rating. People who think that they are not good in mathematics are more

probably to be anxious.

According to Richardson and Suinn (1972), there are methods that you can use to

assess and measure the math anxiety. Most of these measures involve questionnaires and

rating scales, and are basically used with adolescents and adults. One of these is the

Mathematics Anxiety Rating Scale or MARS. The Mathematics Anxiety Rating Scale

(MARS) is a 98 item survey. Because of its length researchers have turned to the Mathematics
 9

Anxiety Scale (MAS) which was adapted by Betz (1978) from the Anxiety subscale of the

Fennema-Sherman Mathematics Attitudes Scales Math Anxiety 7 (Fennema & Sherman,

1976). The MAS consists of 10 items with the first 5 items positively worded and the last 5

items negatively worded. If the positively worded items are reversed for scoring, then a high

score will indicate high anxiety.

Good reliability has also been found for other mathematics anxiety measures such as

Betz's (1978) Mathematics Anxiety Scale Dew et al., (1984); Pajares and Urban, (1996) and

the Fennema–Sherman scales Mulhern and Rae, (1998). The mathematics anxiety scales

developed specifically for children have also been found to have good reliability, including

Thomas and Dowker's (2000) Mathematics Anxiety Questionnaire Krinzinger et al.,(2007);

James' (2013) Children's Anxiety in Math Scale; and the scale developed by Vukovic et al.

(2013).

Scarpello (2007) stated that teachers who make threatening comments frequently

produce math-anxious students. Thus, if the teacher provides encouragement, the mathematics

anxiety of the students can be reduced. On the other hand, language of encouragement was

assumed to have a positive relationship to self-efficacy and mathematics performance.

One of the factors that affect the math anxiety of students is their prior knowledge

about mathematics, in recent study of Archarya (2017) it is stated that “Students who have

lack of sufficient prior knowledge did not want to learn and could not get success in the

further level.” Therefore students who have insufficient knowledge about math can have

difficulty in understanding new mathematical concepts as the lesson progress. Lack of

student’s Labor is another and important aspect of students related factors that affect students.

Mathematics is needed practice which has different theory and several formulas. So in
 10

learning mathematics, students should manage extra time for practice. Acharya (2017) said

“Some mathematics teacher says students do not try to learn mathematics and do not want to

do extra labor.” Mathematics is more complex subject to understand than other subjects,

therefore requires more effort.

Related Studies

A. Foreign Studies

According to Dreger and Aiken, mathematics anxiety is “the presence of a syndrome

of emotional reactions to arithmetic and mathematics.” Math anxiety is commonly defined as

a feeling of tension, apprehension, or fear that interferes with math performance. The first

systematic instrument for assessing math anxiety was the mathematics Anxiety Rating Scale

(MARS), published by Richardson and Suinn (Richardson, & Suinn, 1972). In this test,

participants rate themselves on the level of anxiety they would feel in various everyday

situations, such as trying to refigure a restaurant bill when they think they have been

overcharged or taking a math test. Highly math-anxious individuals are characterized by a

strong tendency to avoid math, which ultimately undercuts their math competence and

forecloses important career paths (Ashcraft, 2001).

Owens and Newbegin, (1997) said that Students who experience mathematics anxiety

are more likely to delay completion or not do tasks assigned to them at all. As an irrational

fear towards mathematical operations in mathematics classes, mathematics anxiety is found to

hinder learners’ positive thinking about mathematics learning and feeling calm. This fear

causes low self-esteem, disappointment and academic failure (Gresham, 2004); (Akin &

Kurbanoglu, 2011). In this study, the researchers focused on aspects of mathematical anxiety

such as students’ uneasy behaviour when doing mathematics, a failure to complete tasks on
 11

time and lack of confidence when handling mathematics tasks. Iossi (2007) identified

strategies for minimizing anxiety which include (a) curricular strategies, such as retesting,

self-paced learning, distance education, single-sex classes, and math anxiety courses; (b)

instructional strategies, such as manipulative, technology, self-regulation techniques, and

communication; and (c) non-instructional strategies, such as relaxation therapy and

psychological treatment. Alternative instructional formats such as problem solving,

cooperative learning and process-oriented have been suggested in order to prevent or limit

mathematics anxiety (von Glasersfeld, 1991); Vacc, (1993) and Greenwood (1984). Reform

efforts in the teaching of mathematics have been under way to replace the behaviourist

paradigm with methods based on constructivist models of learning such as problem-based

learning, inquiry-based learning and guided discovery learning.

Math anxiety is caused by poor test grades, inability or willingness to complete

difficult assignments, negative predisposition of parents, and even the mathematics teacher.

Moreover, teachers need to be aware of the effects of anxiety on student’s achievement and

motivation. Zakana and Nordin (2008) said, “Teachers should develop teaching strategies that

will help highly anxious students”. There are ways to manage math anxiety for students by

teachers to help in overcoming the anxiety of their students. Woodard (2004) suggested that

the teacher should create an environment where students do not feel threatened and allow

them to relax and teaching at a slow face can help the students to understand the lessons being

taught.

The research study written by Dreger and Aiken defined math anxiety as a feeling of

tension, apprehension or fear that interferes with mathematics performance. Richardson and

Suinn (1972) presented the first systematic instrument used to measure anxiety namely
 12

Mathematics Anxiety Rating Scale (MARS). The studies of Owens and Newbegin, (1997),

Gresham (2004), Akin & Kurbanoglu, (2011), Iossi (2007), Glasersfeld, (1991), Vacc, (1993)

and Greenwood (1984), Zakana and Nordin (2008), Woodard (2004) focused on the different

implications of anxiety in teaching and learning of mathematics. The current study is the same

from the abovementioned foreign studies because they presented the things that may affect the

students.

B. Local Studies

No subject is avoided and labelled negatively the way mathematics has been.

Probably, a person experiencing the situation has mathematics anxiety. Mathematics anxiety

involves feelings of tension that interfere with the manipulation of numbers and the solving of

mathematical problems in a wide variety of ordinary and academic situations (Tobias, 1978).

It was also described as a "sudden death" or any situation when one experiences anxiety

"when confronted with mathematics in any way" (Byrd, 1982), an irrational phobia (Hodges,

1983), and a rational fear rooted in real experience of failure and inadequacy (Perry, 2004).

While mathematics anxiety could be seen as early as in elementary pupils (Lazarus, 1974;

Jackson and Leffingwell, 1999; Steele and Arth, 1998), it is disturbing that even pre-service

teacher exhibit mathematics anxiety (Hembree, 1990; Jackson, 2008; Rayner, et al., 2009).

Other study by Tapia (2004) and Zakaria and Nordin (2008) reported that learners

having little or no mathematics anxiety scored significantly higher in motivation than learners

with some or higher anxiety. One of the factors specific to mathematics anxiety is a lack of

confidence, which often leads to reduced motivation. According to Edelmuth (2006), and

Kesici and Erdooan (2004; 2009) learners with mathematics anxiety will often observe their

skills in mathematics as less than those in other subject and will not enjoy mathematics or will
 13

not have the desire to master it. Motivation is another factor that may play an important role in

the experience of mathematics anxiety. Linnenbrink and Pintrich (2002) define motivation as

an academic enabler. Pintrich (2004) further stresses the importance of motivational beliefs in

the learning process. Learners’ effective learning is positively related to their motivational

beliefs.

The research studies written by Tobias (1978), Byrd (1982), Hodges (1983), Perry

(2004), Lazarus (1974) , Jackson and Leffingwell (1999), Steele and Arta (1998), Herbree

(1990), Jackson (2008), Rayner (2009) are focused on the feelings and experiences

encountered by person with mathematics anxiety. Different feelings of tension that interfere

with the manipulation of numbers and solving math problems are involved in math anxiety.

While the study of Tapia (2004), Zakaria and Nordin (2008) stated that learners who are not

experiencing mathematics anxiety are higher in motivation than learners experiencing anxiety.

Eldermuth (2006), Keseci and Erdooan (2004 – 2009) determine that motivation is another

factor that may play a significant role in mathematics anxiety. Similarly with the present

study, the following foreign studies are concerned on some factors affecting the math anxiety

level of the students.

All these foreign and local literature and conducted studies have been collected to

support the objective of the current study which is to assess and identify the mathematics

anxiety level of Grade 10 learners of Dapdap High School.

Conceptual Framework

Learning Mathematics subject is an important part of one’s education. Mathematics is

a subject which provides us the opportunities for conceptual building, relevant challenging

question, problem solving and reasoning with real world situation. However, there are factors
 14

affecting the mathematics subject of the learners and one of these is the math anxiety. Math

anxiety is an emotional reaction to mathematics subject based on past unpleasant experience

which harms future learning. A good experience in learning mathematics can overcome

unfavorable feeling which paves the way for success and future achievement by the learners

in the said subject. In this regard, the study focused on the Mathematics anxiety and academic

performance of Grade 10 learners. Moreover, it identified the level of anxiety, its relation to

the academic performance and implications of the study to teaching and learning

Mathematics.

Mathematics Academic
Anxiety Level Performance
of Grade 10 of Grade 10
learners learners

Results

Implications to
Teaching and
Learning
Mathematics

Figure 1- Paradigm of the Study

The conceptual paradigm shows the process on how the researchers obtained the

anxiety level of the respondents. Two hundred thirty two grade 10 learners are the respondents

of the study. Each of them was given a questionnaire which is the Mathematics Anxiety Scale
 15

(MAS). Furthermore, the researchers were able to determine the academic performance of the

respondents through their mathematics grade. From the result of the MAS, researchers were

able to identify the level of mathematics anxiety of the respondents. Moreover, the researchers

used SPSS to determine whether mathematics anxiety is correlated with the academic

performance or not. Finally, Implications to mathematics teaching and learning were derived

from the result of the study.

 Chapter 3

METHODS OF STUDY AND SOURCES OF DATA

Research Design

This study made use of descriptive-correlational research design. However this study

is also non-experimental. According to Fraenkel and Wallen, descriptive-correlational

research design describes an existing relationship between variables and seeks to clarify an

understanding of important phenomena by identifying relationships among variables. In this

study, relationship between numerical anxiety and mathematics performance was examined.

Thus, descriptive-correlational design was deemed most appropriate because it describes the

relationships of the two quantitative variables. In this study, the two quantitative variables

described were Mathematics anxiety and academic performance.

Research Locale

The venue of the research was Dapdap High School (DHS) during the School Year

2017-2018. Dapdap High School was created as a resettlement high school by virtue of

RA7637. It was initially constructed in 1992 by the Task Force Pinatubo and was completed

in 1994 by the Mt. Pinatubo Commission. It was founded July 11, 1994, its first year of

operation offered all year levels in the secondary education as prescribed by the Department

of Education, Culture and Sports.

From the start of its initial operation in 1994 the school has been under the direct control

and supervision of DECS, as a satellite school of San Roque High School. Due to the

unexpected turn out of enrollees, the need for classroom teachers became inevitable. Through

the commendable efforts of DECS – MPC Coordinator and through the managerial expertise
 17

of the School Principal of San Roque High School, Mrs. Ester S. Medina and The Mount

Pinatubo Commission Coordinators, Dapdap High School gradually improved.

With the initiative of the previous and present school administrators, Dapdap High School

emerged as the MOST OUTSTANDING PUBLIC SECONDARY SCHOOL in the whole

Division of Tarlac Province. DHS as a learning institution had offered STVEP merged K-to-

12 BEC curricula in the year 2011-2013. In the light of the full implementation of the RA

10533 better known as the Enhanced Basic Education Act of 2012, the school is now offering

the general curriculum which is the K to 12 BEC.

The Respondents

The 232 Grade 10 learners of Dapdap High School during the school year

2017-2018 were the respondents of the study. The researchers used Slovin’s formula and

came up with the total number of respondents. All of the participants were selected through

random sampling,

Samples and Sampling Techniques

All of the participants were selected through random sampling, this sampling

method was conducted where each member of a population had an equal opportunity to

become part of the sample. For this purpose, a survey questionnaire in math anxiety was given

to the respondents to answer.

The Research Instrument and Validation of Instrument

For this research, the survey-questionnaire instruments were used to achieve the main

objective of the study. The survey questionnaires were distributed to the selected students.

The questionnaire given to the learners aimed to assess the level of mathematics anxiety.
 18

The questionnaire was structured in a way that respondents would answer it easily.

Thus, the set of questionnaire was designed using the math anxiety scale (MAS). MAS is a

rating scale that requires the respondents to indicate his or her degree of agreement or

disagreement to a statement.

In order to test the validity of the evaluation tool, which was used for this study, the

researchers assessed the answers from the questionnaires given to the 232 respondents.

Data Gathering Procedure

Related studies, literature and other citations were gathered from the reliable sources.

Letter of request to permit the researchers to conduct the study among junior high school

students of Dapdap High School were given to the Dapdap High School principal. Upon

approval, the research implementation followed. In a research study, appropriate data

gathering and procedure are a must to find and get the desired result. In this research, the

researchers applied the survey method technique wherein the researchers gave questionnaires

to the respondents; the respondents were picked randomly. Respondents were composed of

Grade 10 learners. The scores were obtained to determine their level of anxiety in

mathematics.

The researchers also gathered the scores of Grade 10 learners using MAS to identify

whether they were experiencing mild anxiety, moderate anxiety, high anxiety and very high

anxiety.

Statistical Treatment

• Mean. The mean will be used to identify the average level of math anxiety of the

students in each grade level. Mean will be obtained by this formula:

 19

Where:

x̄ = Mean

X = scores that will be obtain by the students

𝑁 = total number of students who will take the test

MAS is composed of 10 items with the first five items positively worded and the last 5

items negatively worded. In positively worded items, the high score will indicate high anxiety

while in the negatively worded items low score will indicate high anxiety.

• Standard Deviation. To determine the variability of the two variables, the

standard deviation was employed. Standard Deviation was obtained by this

formula:

s=

Where,

s = standard deviation

x² = Variance

N = Total number of students

Scale used for the Mathematics Anxiety Scale scores:

Range Verbal Description

0 - 1.25 - mild anxiety

1.26 - 2.51 - moderate anxiety

2.52 - 3.77 - high anxiety

3.78 – 5 - very high anxiety

 20

• Pearson’s correlation coefficient.Correlation is a technique for investigating

the relationship between two quantities and continuous variables. It is a

measure of strength of the association between the two variables.

The scores were used in the analysis and interpretation of data. There were presented

in a tabular form for easy understanding. Frequency and percentage distribution was utilized

to facilitate the analysis of data. SPSS software was also used for managing, calculating, and

to know if there is or there is no significant relationship between the variables.

 Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter deals with the detailed analysis of the data gathered. The interpretations

of findings based on the research questions posted are hereby presented.

1. Anxiety level of Grade 10 learners

Table 1 shows the frequencies and percentage of the students with very high, high,

moderate and mild anxiety levels.

Table 1

Anxiety level of Grade 10 students

N = 232
Level Frequency %

Very High 3 1.29%

High 139 59.91%

Moderate 87 37.5%

Mild 3 1.29%

Total 232 100%

In identifying the anxiety level, three learners which is equivalent to 1.29 in

percentage fell under very high anxiety level, while one hundred thirty-nine learners which

corresponds to 59.91 in percentage belong to high anxiety level. However, eighty-seven

learners which is equal to 37.5 in percentage fell under moderate anxiety level. Meanwhile,

only three learners which is equivalent to 1.29 in percentage fell under mild anxiety.

Results show that most of the students have high mathematics anxiety. With high

anxiety, symptoms intensify and others develop, such as a pounding heartbeat, chest pain,

headache and scattered thoughts.

 22

2. Academic Performance of Grade 10 learners

Table 2 shows the grades, frequencies and percentage of the students with different

levels of academic performance

Table 2

Academic Performance of Grade 10 students

N = 232
Level Grade Frequency %

Outstanding 90-100 37 15.95%

Very Satisfactory 85-89 41 17.67%

Satisfactory 80-84 80 34.48%

Fairly Satisfactory 75-79 69 29.74%

Did Not Meet Expectation Below 75 5 2.16%

The table revealed that thirty-seven students fell under 90 – 100 mathematics grade

which is equivalent to outstanding and 15.95 in percentage. Also, forty –one students have 85-

89 mathematics grade which is equivalent to very satisfactory and 17.67 in percentage.

Meanwhile, there is an increase in satisfactory scale because of the eighty students who had

80-84 mathematics grade and 34.48 in percentage. Also, sixty-nine students had 75-79

mathematics grade which is equivalent to fairly satisfactory and 29.74 in percentage. Lastly,

only five students fell under below 75 mathematics grade which is equivalent to did not meet

expectation and 2.16 in percentage.

From the above data, we can glean on that most of the students regarding academic

performance are satisfactory having a percentage of 34.48 in percentage.

 23

3. Relationship between Math Anxiety and Academic Performance

Table 3 shows the correlations between the Math Anxiety and Academic Performance

of the students.

Table 3

Relationship between Math Anxiety and Academic Performance

N = 232
Variables Mean Standard Deviation R Interpretation

Anxiety 26.57 5.39 -.360** Significant

Academic 82.80 5.50

**. Correlation is significant at the 0.01 level

Correlation: Here r = -.360 which shows perfect negative relationship between anxiety

and academic performance of students.

The result establishes the fact that as the anxiety increases, academic performance

decreases and as anxiety decreases academic performance increases. The null hypothesis was

rejected.

4. Implications of the study in teaching and learning mathematics

The findings of the study showed that there is a significant relationship between math

anxiety and academic performance. In other words, Math anxiety has a significant effect on

the academic performance of the students. With these findings, we can say that academic

performance of the students is affected by their anxiety in mathematics. Furthermore, the

results imply that as the mathematics anxiety increases, the academic performance of the

student decreases.
 24

• For Teaching Mathematics

Teachers should find different ways to create a meaningful learning and have to be

supportive and encouraging with the different activities in their math class. They have to

apply these different ways to help students understand and find relief from their anxiety when

they reach a deeper understanding of the math they are learning. Teachers must give the

students a chance to do well in solving math problems and show them that they are capable of

completing the activity.

Math teachers should use a definite and practical approach in teaching to provide

students the opportunity to transform their class into a better, easier and more fun that may

lead to a better performance in Mathematics. Teachers should use alternative teaching

methods that can play a factor in students’ learning and academic improvement. Through

study and use of different teaching methods, they can guide and support the students who are

facing math anxiety. Teachers should monitor their students’ performance in their Math

subject and take an action to

treat such problem.

• For Learning Mathematics

Students should have a better prior knowledge when it comes to math. Having a good

prior knowledge is good predictor of student’s achievement if students have a good prior

knowledge about math it’ll be easier for them to learn new methods in mathematics. Thus,

having prior knowledge will boost their confidence to a engage in mathematical problems,

and as a result, student’s performance might increase and improve because of the knowledge

they have.
 Chapter 5

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATION

This chapter discusses the summary and conclusions derived from findings and

recommendations based on the results of the study.

Summary of Findings

1. Anxiety level of Grade 10 learners

Three learners which is equivalent to 1.29 in percentage fell under very high anxiety

level. However, one hundred thirty-nine out of two hundred thirty two learners which

corresponds to 59.91 in percentage fell under high anxiety level. Meanwhile, eighty-seven

learners which is equivalent to 37.5 in percentage fell under moderate anxiety level and only

three learners which is equivalent to 1.29 in percentage fell under mild anxiety level.

2. Academic Performance of Grade 10 learners

Thirty-seven students have 90-100 average grade in math which is equivalent to

outstanding and 15.95 in percentage. Also, forty-one of the students which are 17.67 in

percentage have an average grade of 85-89 which is equivalent to very satisfactory.

Meanwhile, eighty students which are 34.48 in percentage have 80-84 average grades in math

equivalent to satisfactory. While sixty nine students have an average grade of 75-79 which is

equivalent to fairy satisfactory and 29.74 in percentage and only five over two hundred thirty-

two students has an average of 75 below which is equivalent to 2.16 in percentage and falls

under did not meet expectation.

 26

3. Relationship between Math Anxiety and Academic Performance

The rho of the variables is -.360 which shows perfect negative relationship between

mathematics anxiety and academic performance of students. The result establishes the fact

that as the anxiety increases, academic performance decreases and as anxiety decreases

academic performance increases.

Conclusions

Based on the results of the findings, the following conclusions were derived:

1. From the result of Mathematics Anxiety Scale, 59% of the grade 10 learners fell under high

level of mathematics anxiety, which means that most of the learners are experiencing

pounding heartbeat, nervousness, tension, sweaty palms, irritability and uneasy behaviour

when doing mathematics activities. On the other hand, only three or 1.29% of the grade 10

learners fell under the mild level of mathematics anxiety which means that only three among

the grade 10 learners are experiencing a little nervousness and anxiousness when doing

mathematics activities.

2. Academic Performance was determined by the mathematics grade of the learners. Out of

two hundred thirty two grade 10 learners, only thirty-seven students were classified into 90-

100 mathematics grade (outstanding) which is equivalent to 15.95%. Meanwhile, there is an

increase in satisfactory scale because of the eighty students or 34.48% who had 80-84

mathematics and only five or 2.16% of the students fell under below 75 mathematics grade.

From the results of the study, we can glean on that most of the learners are on average level of

academic performance.

3. There is significant relationship between Mathematics Anxiety and Academic Performance

of the respondents. Since the rho is - .360, the result of the study shows that there is perfect
 27

negative relationship between the level of mathematics anxiety and academic performance.

This means that as mathematics anxiety level increases, the academic performance decreases.

4. Varied and meaningful actions and strategies must be used by the teachers in classroom

instruction to help students lessen and overcome their mathematics anxiety problem.

Recommendations

Based on the findings and conclusions, the following recommendations are hereby

presented:

1. Attend class…learners must attend class to keep up with the information and concepts

presented in class.

2. Get organized…learners should have a good class notes. Keep practicing the concepts

and problems written in your notebook.

3. Do math everyday…learners need to work on their math subject, schedule quality

study time throughout the week and stick to it.

4. Replace negative self-talk with positive self-talk. Be mindful of what you are saying to

yourself. Develop positive affirmations such as “I will succeed” or “I love math!”

5. Math teachers are inspired to employ in their teaching and learning mathematics to

develop students’ ability and skills.

6. Teachers can use as many methods and activities that will engage the students and

attract their interest with the subject matter.

7. Creating a positive and encouraging environment is a great asset to the body of

research on math anxiety. They should not be afraid to try answering different math

problems and equations because of the positive things that surrounds them.
 28

8. Future researchers may have a supplemental study where selected variables are more

precise.

9. Future researchers may conduct a study where certain factors affecting the

mathematics anxiety of the learners are being studied.

10. Future researchers should study other learning and teaching methods to identify the

outcomes between math anxiety and academic performance of the students.

 29

References

A.Websites

Acharya, B. (2017). “Factors Affecting Difficulties in Learning Mathematics by Mathematics

Learners.” Retrieved January 4, 2018 from
http://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20170602.11.pdf

Anxiety and Depression Association of America (n.d.). Retrieved December 1, 2017 from
https://adaa.org/understanding-anxiety
Ashcraft, M. (2001). “Math Anxiety: Personal, Educational, and Cognitive Consequences.”
Retrieved January 4, 2018 from http://journals.sagepub.com/doi/abs/10.1111/1467-
8721.00196

Ballado, R. (2014). “Mathematics Anxiety and Academic Achievement of Junior Pre-Service

Teacher Education Students.” Retrieved January 3, 2018 from
https://www.westeastinstitute.com/wp-content/uploads/2014/06/RONATO-S.-
BALLADO.pdf

Betz, N. (1978) “Prevalence, distribution, and correlates of math anxiety in college students.”
Retrieved January 4, 2018 from http://psycnet.apa.org/buy/1979-24735-001

Dreger, R. M., & Aiken, L. R., Jr. (1957). “The Identification of Number Anxiety in a College
Population.” Retrieved December 28, 2017 from http://psycnet.apa.org/record/1959-
02153-001

Gresha, Akin, and Kurbanoglu (2011). “Mathematics Efficacy Anxiety and Students
Performance in Introductory Technology.” Retrieved from
https://www.slideshare.net/mustaphaadeniyi/mathematics-efficacy-anxiety-and-
students-performance-in-introductory-technology

Hembree, C. (1990). ”Mathematical and Statistics Anxiety: Educational, Social,

Developmental and Cognitive Perspectives.” Retrieved January 3, 2018 from
https://books.google.com.ph/books?id=dYYtDwAAQBAJ&pg=PA11&lpg=PA11&dq
 30

=that+with+regards+to+mathematics,+mathematics+anxiety+seems+to+be+related+to
+selfrating.+People+who+think+that+they+are+not+good+in+mathematics+are+more
+probable+to+be+anxious.&source=bl&ots=Z729M4d_ye&sig=uJORsBXtlc74bBzB
WqgK_pAcjbU&hl=en&sa=X&ved=0ahUKEwj4isimpMbYAhUBP5QKHTHCCZ8Q
6AEINDAC#v=onepage&q=that%20with%20regards%20to%20mathematics%2C%2
0mathematics%20anxiety%20seems%20to%20be%20related%20to%20selfrating.%20
People%20who%20think%20that%20they%20are%20not%20good%20in%20mathem
atics%20are%20more%20probable%20to%20be%20anxious.&f=false
Hlalele, D. (2012). “Exploring rural high school learners’ experience of mathematics anxiety
in academic settings.” Retrieved January 5, 2018 from
https://www.ajol.info/index.php/saje/article/viewFile/79393/69687
Owens and Newbegin (1997). “Exploring Mathematics Anxiety: Mathematics Students’
Experiences.” Retrieved from file:///C:/Users/user/Desktop/Downloads/1905-7508-1-
PB.pdf
Richardson and Suinn (1972). “The measurement of mathematics anxiety: The Mathematics
Anxiety Rating Scale for Adolescents—MARS-A.” Retrieved January 3, 2018 from
https://www.researchgate.net/publication/16090977_The_measurement_of_mathemati
cs_anxiety_The_Mathematics_Anxiety_Rating_Scale_for_Adolescents-MARS-A
Scarpello, G. (2007). “Helping Students Get Pass Math Anxiety.” Retrieved December 1,
2017 from http://autotechl.com/ReadingsForEssays/DrGaryMathArticle9_07.pdf
Scarpello, G. (2005). “The Effect of Mathematics Anxiety on the Course and Career Choice
of High School Vocational-Technical Education Students
Sherman, H. et al. (2014). “Teaching Learners Who Struggle with Mathematics: Responding
with Systematic Intervention and Remediation.” Retrieved November 27, 2017 from
https://books.google.com.ph/books?id=28T5CQAAQBAJ&pg=PA5&lpg=PA5&dq=
Mathematics+instruction+must+provide+many+opportunities+for+concept+building&
source=bl&ots=j2mGOP658a&sig=3qVisJgCnlsCvYLJekSt7TWonCE&hl=en&sa=X
&ved=0ahUKEwjKuLf1vL7YAhWKm5QKHev1CqMQ6AEIJTAA#v=onepage&q=
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%20concept%20building&f=false
 31

Tapia, M. (2004). “An Appraisal of Sciences and Mathematics Dyslexia and Dyscalculia
Syndrome among Secondary Schools Students.” Retrieved January 2, 2018 from
http://www.sciepub.com/reference/46388

Wigfield, A. and Meece, J. (1988). “Math Anxiety Differentially Affects Boys’ and Girls’
Arithmetic, Reading and Fluid Intelligence Skills in Fifth Graders.” Retrieved
December 20, 2017 fom
http://www.scirp.org/(S(351jmbntvnsjt1aadkposzje))/reference/References

Papers.aspx?ReferenceID=1930414

Zakaria, E., & Nordin, M. N. (2008). “Mathematics Anxiety and Its Development in the
Course of Formal Schooling—A Review.” Retrieved January 5, 2018 from
http://www.scirp.org/(S(lz5mqp453edsnp55rrgjct55))/reference/ReferencesPapers.asp
x?ReferenceID=846520
 32

APPENDICES
 33

APPENDIX A
Letter of Approval
(Officer in Charge)

January , 2018

Dear Ma’am/Sir,

Greetings in the name of Research!

The undersigned are presently conducting a research study entitled “Mathematics Anxiety and
Academic Performance among Grade 10 students of Dapdap High School.” It is expected that the
output of the study will be of great help for teachers improving teaching competencies and
methodology.

The research study will be pooled for the subject, Inquiries, Investigations, and Immersion, a discipline
in the Grade 12. In accord, the results of the study will remain confidential and anonymous. Should
this study be published, only pooled results will be documented. No cost will be incurred by either
your class or the individual respondent.

In this regard, we would like to request a permission to get the 1 st and 2nd quarter mathematics grades
of your students. In accord, it will seek your help in the gathering of data that is vital in the completion
of the aforementioned study. Any information given will be kept in strict confidentiality.
We look forward to a positive confirmation, an honor for us indeed.

Very truly yours,

(SGD.) KYLA P. RODRIGUEZA (SGD. )JOSHUA G. PANLAQUI

Research Leader Research Sub-Leader

(SGD.) MAR CHAN N. MANGUERA

Teacher, Inquiries, Investigations, and Immersion

Noted by:

(SGD.) JENALYN P. ABRAHAM (SGD.) RUPERTO G. PATANGUI, Jr. Ph.D.

OIC Mathematics/Grade 11 Chairman Head Teacher VI/OIC
 34

APPENDIX B
Letter of Approval from the Respondents

Dear Respondent,

Greetings in the name of Research!

The undersigned are presently conducting a research study entitled “Mathematics Anxiety and
Academic Performance among Grade 10 students of Dapdap High School.” It is expected that the
output of the study will be of great help for teachers in improving teaching competencies and
methodology.

In accord, it will seek your help in the gathering of data that is vital in the completion of the
aforementioned study. Any information given will be kept in strict confidentiality.

We look forward to a positive confirmation, an honor for us indeed.

Very truly yours,

(SGD.) KYLA RODRIGUEZA (SGD.) JOSHUA PANLAQUI

Research Leader Research Sub-Leader

Members:

(SGD.) ERIKA PUNO (SGD.) ADONAI MONTOYA (SGD.) JHENNEL ESCOTO

(SGD.) MICHAEL ARIEN TADEO (SGD.) DARWIN MANGUERRA (SGD.) ROMAR DEL ROSARIO

(SGD.) JOEY DINGLE (SGD.) CHRISTIAN JAY BRIONES (SGD.) AARON MALLARI

(SGD.) KARLO TOLENTINO

(SGD.) MAR CHAN N. MANGUERA

Teacher, Inquiries, Investigations, and Immersion
 35

APPENDIX C

Sample Questionnaire

Name (Optional) : Date:

Section: Grade in Math(Average of 1st and 2nd quarter):
Sex:
Mathematics Anxiety Scale
Adapted from the Anxiety subscale of the Fennema-Sherman Mathematics Attitude Scales Math Anxiety (Fennema & Sherman, 1976).
Directions:Please put check on the box that best corresponds your answer. Rate each statements as Strongy
agree, Agree,Neutral, Disagree, and Strongly disagree.
MAS is composed of 10 items with the first fie items positively worded and the last five items negatively worded. In positively worded
items, the high score will indicate high anxiety while in the negatively worded items , low score will indicate high anxiety.

Statements Strongly Agree Neutral Disagree Strongly

Agree Disagree

(1) (5)
(2) (3) (4)
It wouldn’t bother me at all to take math class
I have usually been at ease during math class
I have usually been at ease in math subject
I usually don’t worry about my ability to solve math problems
I almost never get uptight while taking math exam
I get really uptight during math tests
I get a sinking feeling when I think of trying hard math
problems
My mind goes blank and I am unable to think clearly when
doing mathematics activities
Mathematics makes me feel uncomfortable and nervous
Mathematics makes me feel uneasy and confused

Scale used for the Mathematics Anxiety Scale scores:

0 - 1.25 Mild Anxiety
1.26 - 2.51 Moderate Anxiety
2.52 – 3.77 High Anxiety
3.78 – 5 Very High Anxiety

Validated:
(SGD.) ARCANGEL Q. BAŇEZ (SGD.) JENALYN P. ABRAHAM
Teacher I/Research Coordinator OIC Mathematics/Grade 11 Chairman

(SGD.) RUPERTO G. PATANGUI, Jr.

Ph.D.Head Teacher VI/OIC
 36

APPENDIX D

Statistical Results

RESPONDENTS SCORE GRADE

#1 27 91 #30 11 94
#2 25 93 #31 32 82
#3 27 91 #32 30 78
#4 24 92 #33 18 90
#5 28 74 #34 20 90
#6 29 84 #35 20 83
#7 30 74 #36 32 91
#8 23 74 #37 22 82
#9 26 83 #38 18 80
#10 33 81 #39 44 83
#11 32 81 #40 32 78
#12 33 83 #41 26 80
#13 30 75 #42 23 83
#14 23 82 #43 30 82
#15 30 75 #44 33 78
#16 21 80 #45 27 84
#17 24 83 #46 21 76
#18 28 78 #47 18 80
#19 35 77 #48 29 83
#20 24 95 #49 32 82
#21 14 83 #50 32 81
#22 29 78 #51 35 79
#23 31 84 #52 21 81
#24 22 95 #53 24 78
#25 27 91 #54 27 84
#26 23 78 #55 25 78
#27 31 84 #56 29 84
#28 12 94 #57 24 82
#29 32 82 #58 32 77
 37

#59 26 80 #88 26 76
#60 32 83 #89 29 75
#61 27 82 #90 32 80
#62 24 83 #91 24 78
#63 25 84 #92 28 82
#64 32 82 #93 23 81
#65 28 82 #94 32 79
#66 22 82 #95 31 82
#67 27 84 #96 31 78
#68 30 75 #97 36 81
#69 34 76 #98 25 93
#70 33 80 #99 33 80
#71 20 79 #100 28 92
#72 32 80 #101 24 90
#73 25 76 #102 26 81
#74 33 79 #103 19 91
#75 25 78 #104 26 92
#76 17 77 #105 13 97
#77 20 80 #106 27 90
#78 30 79 #107 30 92
#79 27 76 #108 28 80
#80 29 83 #109 35 90
#81 33 84 #110 25 80
#82 31 81 #111 31 83
#83 32 80 #112 21 92
#84 29 77 #113 21 95
#85 30 77 #114 17 92
#86 24 84 #115 14 90
#87 25 83 #116 10 95
 38

#117 26 92 #146 30 79
#118 24 91 #147 34 76
#119 19 91 #148 28 75
#120 13 92 #149 27 77
#121 25 90 #150 20 79
#122 27 95 #151 28 79
#123 27 90 #152 20 80
#124 26 90 #153 23 80
#125 23 90 #154 26 80
#126 29 91 #155 20 82
#127 24 90 #156 31 81
#128 25 81 #157 21 80
#129 26 83 #158 22 83
#130 23 83 #159 24 80
#131 28 80 #160 31 83
#132 37 81 #161 34 84
#133 39 80 #162 32 83
#134 18 83 #163 29 79
#135 23 84 #164 33 79
#136 32 79 #165 23 78
#137 35 80 #166 33 76
#138 22 77 #167 28 76
#139 31 79 #168 25 78
#140 26 80 #169 22 89
#141 32 76 #170 22 87
#142 15 78 #171 25 87
#143 29 76 #172 31 86
#144 24 77 #173 23 88
#145 18 79 #174 25 82
 39

#175 28 78 #204 24 88
#176 27 78 #205 33 85
#177 32 75 #206 30 86
#178 26 75 #207 22 87
#179 33 77 #208 25 87
#180 28 75 #209 22 87
#181 38 75 #210 31 85
#182 30 75 #211 29 86
#183 26 78 #212 31 87
#184 21 87 #213 30 88
#185 27 76 #214 27 88
#186 27 88 #215 19 87
#187 18 79 #216 29 85
#188 24 89 #217 28 88
#189 29 78 #218 21 89
#190 28 89 #219 25 88
#191 33 85 #220 23 88
#192 29 85 #221 27 86
#193 28 85 #222 26 87
#194 27 78 #223 32 86
#195 28 77 #224 31 85
#196 29 75 #225 31 85
#197 29 77 #226 23 89
#198 28 75 #227 31 88
#199 25 86 #228 31 74
#200 21 89 #229 13 87
#201 22 89 #230 25 78
#202 14 89 #231 29 75
#203 32 81 #232 27 73
 40

CURRICULUM VITAE
 41

PERSONAL DATA
Name : Kyla P.Rodrigueza
Age : 18yrs. Old
Civil Status : Single
Date of Birth : September 12, 1999
Nationality : Filipino
Height : 5’4
Weight : 50 kg
Religion : Iglesia Ni Cristo
Languages : English, Tagalog
Parents : Leticia Rodrigueza
Darel Rodrigueza

EDUCATIONAL BACKGROUND

Senior High School Dapdap High School

Dapdap, Bamban, Tarlac
2017-2018
Junior High School Dapdap High School
Dapdap, Bamban, Tarlac
2012-2016
Elementary Dapdap Resettlement Elementary School
Dapdap, Bamban, Tarlac
2006-2012
AWARDS RECEIVED

➢ 5th Place- Scriptwriting and Broadcasting (DSPC)

Tarlac National High School
September 15, 2017
➢ With High Honors
Dapdap High School
April 6, 2017
➢ Best in Conduct
Dapdap High School
April 6, 2017
➢ 3rd Place Copyreading and Headline Writing-Filipino
Dapdap High School
July 20, 2017
 42

➢ 2nd Place Radio Scriptwriting and Broadcasting Filipino (DSPC)

Tarlac National High School
September 22, 2016
➢ 1st Place Slogan Making Contest
Dapdap High School
October 5, 2015
➢ 3rd Place Science Quiz Bee
Dapdap High School
October 5, 2015
➢ 5th Place Pagwawasto at Pag-uulo ng Balita
Dapdap High School
July 10, 2015
➢ 9th Place Pagsulat ng Balita
Dapdap High School
July 10, 2015
➢ 1st Place Essay Writing Contest
Dapdap High School
June 22, 2015
➢ 2nd Honors
Dapdap High School
March 31, 2015
➢ 1st Place MTAP Math Challenge (District level)
San Roque National High School
January 14, 2015

SEMINARS AND TRAININGS ATTENDED

➢ Seminar on Work Ethics

Dapdap High School
Dapdap, Bamban, Tarlac
November 24, 2017
➢ Research Seminar(Quantitative and Qualitative)
Dapdap High School
Dapdap, Bamban, Tarlac
Novemer 17, 2017
➢ Seminar on Career Preparation
Dapdap High School
Dapdap, Bamban, Tarlac
July 22, 2017
➢ Earthquake and Fire Drill
Dapdap High School
Dapdap, Bamban, Tarlac
July 06, 2017
➢ Seminar on Research
Dapdap High School
February 10, 2017
 43

PERSONAL DATA

Name : Joshua G. Panlaqui

Age : 18
Civil Status : Single
Date of Birth : September 05,1999
Nationality : Filipino
Height : 180 cm
Weight : 60 kg
Religion : Roman Catholic
Languages : Tagalog, English
Parents : Liza Panlaqui
Isagani Panlaqui

EDUCATIONAL BACKGROUND
Senior High School Dapdap High School
Dapdap, Bamban, Tarlac
2017-2018
Junior High School Dapdap High School
Dapdap, Bamban, Tarlac
2012-2016
Elementary Dapdap Resettlement Elementary School
Sitio Pandan Bamban, Tarlac
2006-2012
AWARDS RECEIVED

➢ With Honors
Dapdap High School
April 4, 2016

SEMINARS AND TRAININGS ATTENDED

➢ Pre-Employment Orientation Seminar
Dapdap High School
San Nicolas Dapdap, Bamban, Tarlac
September 19, 2017
 44

➢ Earthquake and Fire Drill

Dapdap High School
San Nicolas Dapdap, Bamban, Tarlac
July 06, 2017
➢ Seminar on Career Preparation
Dapdap High School
San Nicolas Dapdap, Bamban, Tarlac
July 22, 2017
➢ Pre-Employment Orientation Seminar
Dapdap High School
San Nicolas Dapdap, Bamban, Tarlac
September 19, 2017
➢ Research Seminar (Quantitative and Qualitative)
Dapdap High School
San Nicolas Dapdap, Bamban, Tarlac
November 17, 2017
➢ Seminar on Work Ethics
Dapdap High School
San Nicolas Dapdap, Bamban, Tarlac
November 24, 2017
 45

PERSONAL DATA
Name : Aaron John P. Mallari
Age : 17
Civil Status : Single
Date of Birth : June 24,200
Nationality : Filipino
Height : 5’8
Weight : 53
Religion : Roman Catholic
Languages : Kapampangan
Parents : Ofelia P. Mallari
Harry P. Mallari

EDUCATIONAL BACKGROUND
Senior High School Dapdap High School
Dapdap, Bamban, Tarlac
2017-2018
Junior High School Dapdap High School
Dapdap, Bamban, Tarlac
2012-2016

Elementary Dapdap Resetlement Elementary School

San nicolas, Bamban, Tarlac
2006-2012

AWARDS RECEIVED
➢ With Honors
Dapdap High School
April 4, 2016
➢ 2nd Placer Badminton Single Men
Dapdap High School
September, 2017
 46

SEMINARS AND TRAININGS ATTENDED

➢ Seminar on Work Ethics
Dapdap High School
San Nicolas Dapdap, Bamban, Tarlac
Noember 24, 2017
➢ Research Seminar (Quantitatie and Qualitatie)
Dapdap High School
Dapdap, Bamban, Tarlac

➢ Seminar on Career Preperation

Dapdap High School
Dapdap, Bamban, Tarlac
July 22. 2017
➢ Eathquak and FireDrill
Dapdap High School
Dapdap, Bamban, Tarlac
July 06. 2017
➢ Seminar on Research
Dapdap High School
Dapdap, Bamban, Tarlac
February 10, 2017
 47

PERSONAL DATA

Name : Adonai Lapuz Montoya

Age : 18
Civil Status : Single
Date of Birth : June 4, 1999
Nationality : Filipino
Height : 1.62 meters
Weight : 42 kilogram
Religion : Baptist
Languages : Filipino, English
Parents : Adonis Lacsina Montoya
Rosalia Lapuz Montoya

EDUCATIONAL BACKGROUND
Senior High School Dapdap High School
Dapdap, Bamban, Tarlac
2016 - 2018
Junior High School Dapdap High School
Dapdap, Bamban, Tarlac
2012-2016
Elementary Dapdap Resettlement Elementary School
San Nicolas, Dapdap, Bamban, Tarlac
2006-2012
AWARDS RECEIVED

➢ 3rd Place- Science Quiz Bee

Dapdap High School
September 14, 2017
➢ 3st Place- Municipal Schools Press Conference (Editorial Cartooning)
Dapdap High School
August 8, 2017
➢ With Honors
Dapdap High School
April 6, 2017
➢ 2nd Place- Municipal Schools Press Conference (Editorial Cartooning)
San Roque National High School
August 23, 2016
 48

➢ 9th Honors
Dapdap High School
March 31, 2015
➢ 2nd Place- Sudoku Contest
Dapdap High School
October 21, 2015
➢ 3rd Place- Math Quiz Bee
Dapdap High School
October 21, 2015
➢ 1st Place- Science Quiz Bee
Dapdap High School
October 5, 2015
➢ 2nd Place- HOMO (Hands-On, Minds-On)
Dapdap High School
October 5, 2015
➢ 3rd Place- Science Innovative Equipment
Dapdap High School
October 5, 2015
➢ 3rd Place- Municipal Schools Press Conference (Editorial Cartooning)
Banaba Elementary School
August 28, 2015
SEMINARS AND TRAININGS ATTENDED

➢ Seminar on Work Ethics

Dapdap High School
Dapdap, Bamban, Tarlac
November 24, 2017
➢ Research Seminar (Qualitative and Quantitative)
Dapdap High School
Dapdap, Bamban, Tarlac
November 17, 2017
➢ Seminar on Career Preparation
Dapdap High School
Dapdap, Bamban, Tarlac
July 22, 2017
➢ Seminar on Research
Dapdap High School
Dapdap, Bamban, Tarlac
February 10, 2017
➢ SSG Leadership Training
Dapdap High School
Dapdap, Bamban, Tarlac
July 24-25, 2015
 49

PERSONAL DATA

Name : Christian Jay Briones

Age : 18
Civil Status : Single
Date of Birth : January 21,1999
Nationality : Filipino
Height : 5’8”
Weight : 53kg.
Religion : Catholic
Languages : Tagalog,Kapampangan,English
Parents : Noel I. Miranda
Michelle B. Miranda

EDUCATIONAL BACKGROUND

Senior High School Dapdap High School

Dapdap, Bamban, Tarlac
2017-2018
Junior High School Dapdap High School
Dapdap, Bamban, Tarlac
2012-2016
Elementary San Pedro Elementary
San Pedro Dapdap, Bamban, Tarlac
2006-2012

EMPLOYMENT RECORD
➢ Time Keeper
House land Residences
De lapaz, City of San Fernando Pampanga
2016

AWARDS RECEIVED

➢ Intramurals Basketball Champion

Dapdap High School
Dapdap, Bamban, Tarlac
September 6, 2017
 50

➢ Intramurals Volley Ball Champion

Dapdap High School
Dapdap, Bamban, Tarlac
September 6, 2017

SEMINARS AND TRAININGS ATTENDED

➢ Work Ethics and Standard Orientation

Dapdap High School
Dapdap, Bamban, Tarlac
November 24, 2017
➢ Qualitative and Quantitative Research Seminar
Dapdap High School
Dapdap, Bamban, Tarlac
November 16-17, 2017
➢ Career Preparation Seminar
Dapdap High School
Dapdap, Bamban, Tarlac
July 22, 2017
➢ Research Seminar
Dapdap High School
Dapdap, Bamban, Tarlac
February 10, 2017
➢ Pre-Employment Orientation Seminar
Dapdap High School
Dapdap, Bamban, Tarlac
September 19, 2017
 51

PERSONAL DATA

Name : Darwin M. Manguerra

Age : 18 years old
Civil Status : single
Date of Birth : December 17, 1999
Nationality : Filipino
Height : 5.7”
Weight : 54 kg
Religion : Roman Catholic
Languages : Filipino,English and Kapamapangan
Parents : Gwendelyn M. Manguerra
Mario C. Manguerra

EDUCATIONAL BACKGROUND

Senior High School Dapdap High School

Dapdap, Bamban, Tarlac
2017-2018
Dominican College Of Tarlac
Sto.Rosario Capas,Tarlac
2016-2017

Junior High School San Roque National High School

Dela cruz, Bamban, Tarlac
2012-2016

Elementary Dapdap Ressettlement Elementary School

Dapdap, Bamban, Tarlac
2006-2012

SEMINARS AND TRAININGS ATTENDED

➢ NCII Computer Hardware Servicing

AMA Computer Colleges
Angeles City
August 2016
 52

➢ NCII Consumer Electronics

Dapdap Municipal Hall
San Nicolas Dapdap Bamban,Tarlac
➢ Basic sign language
Holy Angel University
Angeles City
July 2016
➢ Good and Bad Cholesterol
Dominican College of Tarlac
Sto. Rosario Capas Tarlac
February 2017
➢ Seminar on (Life hacks) Career Preparation
Dapdap High School
Dapdap, Bamban, Tarlac
July 22, 2017
➢ Robotics Seminar
Dominican College of Tarlac
Sto.Rosario Capas Tarlac
➢ Research Seminar
Dominican College of Tarlac
Sto.Rosario Capas Tarlac
➢ Seminar on Work Ethics
Dapdap High School
Dapdap, Bamban, Tarlac
November 24, 2017
➢ Research Seminar (Quantitative and Qualitative)
Dapdap High School
Dapdap, Bamban, Tarlac
Novemer 17, 2017
 53

PERSONAL DATA
Name : Erika W. Puno
Age : 17 years old
Civil Status : Single
Date of Birth : August 14, 2000
Nationality : Filipino
Height : 5 2”
Weight : 48 kg
Religion : Catholic
Languages : Filipino and English
Parents : Renan Narciso Puno
Vaneza Wage Puno

EDUCATIONAL BACKGROUND

Senior High School Dapdap High School

Dapdap, Bamban, Tarlac
2016-2018
Junior High School Dapdap High School
Dapdap, Bamban, Tarlac
2012-2016
Elementary Banaba Elementary School
Dapdap, Bamban, Tarlac
2006-2012

AWARDS RECEIVED

➢ With Honors
Dapdap High School
November 14, 2017
First Semester
➢ With Honors
Dapdap High School
April 4, 2017
 54

SEMINARS AND TRAININGS ATTENDED

➢ #LifeHacks Career Preparation Seminar

Dapdap High School
San Nicolas, Dapdap, Bamban, Tarlac
July 2017
➢ Quantitative and Qualitative Researches: Its Process and the Use of Statistical
Tools
Dapdap High School
San Nicolas, Dapdap, Bamban, Tarlac
November 17, 2017
➢ Equipping and Engaging Senior High School Learners of Dapdap High School on
Work Ethics and Standard
Dapdap High School
San Nicolas, Dapdap, Bamban, Tarlac
November 24, 2017
➢ Seminar on Research
Dapdap High School
San Nicolas, Dapdap, Bamban, Tarlac
November 10, 2017
 55

PERSONAL DATA

Name : Jhennel L. Escoto

Age : 18
Civil Status : Single
Date of Birth : July 29 1999
Nationality : Filipino
Height : 5’8
Weight : 50kg.
Religion : Roman Catholic
Languages : Filipino/English
Parents : Norman Amplayo Escoto
Marife Licong Escoto

EDUCATIONAL BACKGROUND

Senior High School Dapdap High School

Dapdap, Bamban, Tarlac
2017-2018
Junior High School Dapdap High School
Dapdap, Bamban, Tarlac
2012-2016
Elementary Cagayan de Oro College – Phinma Education Network
Max Y Sunielst, Cagayan de Oro, 9000 Misamis
Oriental
2006-2012
AWARDS RECEIVED

➢ With Honors
Dapdap High School
November 11, 2016
➢ Perfect Attendance
Dapdap High School
November 11, 2016
 56

SEMINARS AND TRAININGS ATTENDED

➢ Seminar on Research
Dapdap, High School
Dapdap, Bamban, Tarlac
February 10, 2017
➢ Earthquake and Fire Drill
Dapdap, High School
Dapdap, Bamban, Tarlac
July 06, 2017
➢ Seminar on Career Preparation
Dapdap, High School
Dapdap, Bamban, Tarlac
July 22, 2017
➢ Research Seminar (Quantitative and Qualitative)
Dapdap, High School
Dapdap, Bamban, Tarlac
November 17, 2017
➢ Seminars on Work Ethics
Dapdap, High School
Dapdap, Bamban, Tarlac
November 24, 2017
 57

PERSONAL DATA
Name : Joey G. Dingle
Age : 18 years old
Civil Status : single
Date of Birth : Sept 13, 1999
Nationality : Filipino
Height : 5.5
Weight : 60 kg
Religion : Roman Catholic
Languages : Filipino and English
Parents : Amy G. Dingle
: Loreto A. Dingle

EDUCATIONAL BACKGROUND

Senior High School Dapdap High School

Dapdap, Bamban, Tarlac
2017-2018
Junior High School Dapdap High School
Dapdap, Bamban, Tarlac
2012-2016
Elementary Dapdap Resettlement Elementary School
Dapdap, Bamban, Tarlac
2006-2012

AWARDS RECEIVED

Perfect Attendance
Dapdap High School
November 11, 2016
SEMINARS AND TRAININGS ATTENDED

➢ Seminar on (Life hacks) Career Preparation

Dapdap High School
Dapdap, Bamban, Tarlac
July 22, 2017
➢ Earthquake and Fire Drill
Dapdap High School
Dapdap, Bamban, Tarlac
July 6, 2017
 58

PERSONAL DATA

Name : Karlo Tolentino

Age : 18
Civil Status : Single
Date of Birth : March 05, 2000
Nationality : Filipino
Height : 5’8
Weight : 79kg.
Religion : Roman Catholic
Languages : Filipino/English
Parents : Edison Tolentino
Analisa Tolentino

EDUCATIONAL BACKGROUND
Senior High School Dapdap High School
Dapdap, Bamban, Tarlac
2017-2018
Junior High School Dapdap High School
Dapdap, Bamban, Tarlac
2012-2016
Elementary Dapdap Ressetlement Elementary School
Dapdap, Bamban, Tarlac
2006-2012

EMPLOYMENT RECORD

➢ Dealer Associate
Wooing Company
Bamban, Tarlac
2013-2016

AWARDS RECEIVED

➢ Most Improve Student

Dapdap High School
November 11, 2016
 59

➢ Perfect Attendance
Dapdap High School
November 11, 2016

SEMINARS AND TRAININGS ATTENDED

➢ Seminar on Research
Dapdap, High School
Dapdap, Bamban, Tarlac
February 10, 2017
➢ Earthquake and Fire Drill
Dapdap, Bamban, Tarlac
July 06, 2017
➢ Seminar on Career Preparation
Dapdap, High School
Dapdap, Bamban, Tarlac
July 22, 2017
➢ Research Seminar (Quantitative and Qualitative)
Dapdap, High School
Dapdap, Bamban, Tarlac
November 17, 2017
➢ Seminars on Work Ethics
Dapdap, High School
Dapdap, Bamban, Tarlac
November 24, 2017
 60

PERSONAL DATA

Name : Michael Arien U. Tadeo

Age : 18
Civil Status : Single
Date of Birth : March 04, 1999
Citizenship : Filipino
Height : 5’5”
Weight : 57kg
Religion : Roman Catholic
Languages : English, Filipino, Kapampangan
Parents : Salvador D. Tadeo
Amelia U. Tadeo

EDUCATIONAL BACKGROUND

Senior High School Dapdap High School

Bamban, Tarlac
2016 - 2018
Junior High School Dapdap High School
Bamban, Tarlac
2012 - 2016
Elementary Banaba Elementary School
Bamban, Tarlac
2006-2012

AWARDS RECEIVED

➢ Certificate of Award
SNA Alumni Foundation
Dapdap High School
2017-2018
➢ Certificate of Recognition(exemplary character)
Dapdap High School
April 2017
 61

➢ Certificate of Perfect Attendance

Dapdap High School
Aug. 2017
➢ Certificate of Appreciation
OlpcsTarlac
March 2016

SEMINARS AND TRAININGS ATTENDED

➢ Seminar on Vocation Promotion search-in
Olpcs,Tarlac
March 2016
➢ Earthquake and Fire Drill
Dapdap High School
Dapdap, Bamban, Tarlac
July 6, 2017
➢ Seminar on (Life hacks) Career preparation
Dapdap high school
Bamban, Tarlac
July 2017
➢ Seminar on Work Ethics
Dapdap High School
Dapdap, Bamban, Tarlac
November 2017
➢ Research Seminar (Quantitative and Qualitative)
Dapdap High School
Dapdap, Bamban, Tarlac
November 2017
 62

PERSONAL DATA
Name : Romar L. del Rosario
Age : 18 years old
Civil Status : single
Date of Birth : May 27, 1999
Nationality : Filipino
Height : 5.6
Weight : 60 kg
Religion : Methodist
Languages : Filipino and English
Parents : Ronaldo Y. del Rosario
Marites L. del Rosario

EDUCATIONAL BACKGROUND
Senior High School Dapdap High School
Dapdap, Bamban, Tarlac
2017-2018
Junior High School Dapdap High School
Dapdap, Bamban, Tarlac
2012-2016
Elementary Banaba Elementary School
Dapdap, Bamban, Tarlac
2006-2012

AWARDS RECEIVED

➢ With Honors
Dapdap High School
November 11, 2016
➢ Perfect Attendance
Dapdap High School
November 11, 2016
➢ Perfect Attendance
Dapdap High School
August 24, 2017
 63

SEMINARS AND TRAININGS ATTENDED

➢ Seminar on (Life hacks) Career Preparation

Dapdap High School
Dapdap, Bamban, Tarlac
July 22, 2017
➢ Earthquake and Fire Drill
Dapdap High School
Dapdap, Bamban, Tarlac
July 6, 2017
➢ Research Seminar (Quantitative and Qualitative)
Dapdap High School
Dapdap, Bamban, Tarlac
➢ Seminar on Research
Dapdap High School
Dapdap, Bamban, Tarlac
February 10, 2017