Determining Math Anxiety Levels in Grade
ST. PAUL COLLEGE, PASIG
HIGH SCHOOL DEPARTMENT
St. Paul Rd., Brgy. Ugong, Pasig City
Determining Math Anxiety Levels in Grade 11 Students
of St. Paul College, Pasig School Year 2015 to 2016
ARAMBULO, Hannah Kristianne Marie P.
XI-7
BUENAVENTURA, Elisse D.
XI-7
FELIX, Maria Justine Anne T.
XI-7
HILARIO, Isabella R.
XI-7
LAGUERDER, Krizelle G.
XI-7
MANALOTO, Adrianne Alexis A.
XI-7
DATE SUBMITTED:
March 21, 2016, Monday
SUBMITTED TO:
Sir Andre Earnshaw
Math Anxiety Levels in Grade 11 Students│1
ABSTRACT
In preparation for the implementation of the K-12 system, the pioneering batch were required to
take three math courses in the span of 10 months. The researchers believe that the limited
coverage of the courses has affected the students' performance in senior high school, as they
struggle to incorporate what they have learned into their current math topics and become
mentally prone to math anxiety. Math anxiety is a negative feeling that can interfere with one's
mathematical abilities & potential (Curtain-Phillips, 1999), which can limit one's actualizations
in the field of math.
Math is a crucial component in every curriculum, especially in the STEM track. In an effort to
offer insight to this problem, the researchers conducted a systematically random sampling
technique-based survey to determine the anxiety levels amongst select Grade 11 students. The
survey was retrieved from Pearson Custom and was utilised in similar studies as seen in the
review of related literature. The survey clearly determined math anxiety levels and this served as
a basis for the follow-up interview given to purposively-selected students, chosen by the degree
of their math anxiety. The study features detailed accounts of students with varying levels of
math anxiety, with a limit of two representatives per math anxiety level in a track.
The results of the Pearson Custom survey indicated that 73% of the respondents have low to
moderate levels of math anxiety. 18% of the respondents have a high level of math anxiety
whereas only 9% of the respondents have no math anxiety at all. As seen in Figure 2, the SAD
track has the highest average amount of math anxiety, as all of the respondents had some levels
of anxiety. HUMMS, on the other hand, got the majority for low math anxiety levels in Figure 4.
Math Anxiety Levels in Grade 11 Students│2
In comparison, "math-oriented" tracks such as ABM & STEM have a relatively high percentage
of non-existent math anxiety levels as seen in Figure 3. A particular trend is observable in the
math anxiety level results of ABM & STEM students: as the level of math anxiety increases, the
percentage of their results decreases, except in Figures 5 & 6 wherein STEM's percentage
increased by a negligible 1%. These results suggest that there is a correlation between the
amount of exposure to math and math anxiety levels, since the ABM & STEM tracks have more
math-related subjects than HUMSS & SAD.
The data collected in the briefness of this study suggests that there is an indisputable correlation
between a student's chosen track and their levels of math anxiety, probably because of the limited
exposure as stated beforehand. The study encountered difficulty in acquiring willing participants,
thus affecting the amount of data we've gathered, particularly during the interviews. Similar
studies might be able to examine this correlation further if they have more respondents per track
and conduct thorough interviews.
TABLE OF CONTENTS
Math Anxiety Levels in Grade 11 Students│3
Page
Abstract…………………………………………………………………………………..….…....1
List of Tables………………………….……………………………………………………..…...5
List of Figures……………………….……………………………………………………...…….6
Chapters
1.
Introduction………………………………………………………………………..……..7
2.
Review of Related Literature…………………………………………………..………..9
2.1.
Definition of Math Anxiety…………………………………………....……......9
2.2.
People Affected by Math Anxiety…………………………………………….....10
2.3.
2.4.
2.5.
3.
2.2.1.
Students……………………………………………………………...…..10
2.2.2.
Teachers……………………………………………………………….....11
Causes of Math Anxiety………………………………………………………....12
2.3.1.
Personal…………………………………………………………………..12
2.3.2.
Societal…………………………………………………………………...13
Effects of Math Anxiety………………………………………………………….15
2.4.1.
Individual………………………………………………………………...15
2.4.2.
National………………………………………………………………......17
Solutions and Preventive Measures of Math Anxiety…………………………...18
2.5.1.
How the Students Can Help Themselves………………………………..18
2.5.2.
How the Teachers Can Help the Students…………………………….....19
Methodology……………………………………………………………………………..22
3.1.
Research Site………………………………………………………………….....22
3.2.
Study Design……………………………………………………………………..22
Math Anxiety Levels in Grade 11 Students│4
3.3.
Participants…………………………………………………………………….…23
3.4.
Data Gathering Procedure………………………………………………………..23
3.5.
4.
5.
6.
3.4.1.
Survey Questions…………………………………………………...…...24
3.4.2.
Interview Questions………………………………………………...…...25
Ethical Considerations…………………………………………………………...26
Results…………………………………………………………………………………....27
4.1.
Determining Levels of Math Anxiety…..…………………………………….....27
4.2.
Grading System of St. Paul College, Pasig……………………………….….....28
4.3.
Summary of Data Gathered from the Surveys…………………………………..29
4.4.
Summary of Data Gathered from the Interviews……………………………......39
Discussion…………………………………………………............................................52
5.1.
Summary………………………………………………………………………....52
5.2.
Interpretation of Findings………………………………………………………..52
5.2.1.
Major Findings…………………………………………………………...52
5.2.2.
Causes…………………………………………………………..……......55
5.2.3.
Solutions………………………………………………………………....56
5.3.
Application……………………………………………………………………....57
5.4.
Limitations……………………………………………………………………….57
5.5.
Future Research.....………………………………………………………………58
5.6.
Implications............................................................................................................58
References..........................................................................................................................59
LIST OF TABLES
Math Anxiety Levels in Grade 11 Students│5
Tables
Page
Table 1. Scores and their Corresponding Level of Math Anxiety………………………...27
Table 2. Levels of Proficiency and their Equivalents…………...........……………….…..28
Table 3. Average Scores for the Second Part……………………………………………..31
Table 4. Summary of Interviews for High Math Anxiety Levels………………………....39
Table 5. Summary of Interviews for Moderate Math Anxiety Levels…………………....44
Table 6. Summary of Interviews for No Levels of Math Anxiety………………………...48
LIST OF FIGURES
Math Anxiety Levels in Grade 11 Students│6
Figures
Page
Figure 1. Perception of Students Towards Math…………………………………………30
Figure 2. Average Scores for the Second Part…………………………………………...32
Figure 3. Percentage of Non-existent Math Anxiety Levels within Batch 2017………...35
Figure 4. Percentage of Low Math Anxiety Levels within Batch 2017………………....36
Figure 5. Percentage of Moderate Math Anxiety Levels within Batch 2017……………37
Figure 6. Percentage of High Math Anxiety Levels within Batch 2017…………………38
CHAPTER I. INTRODUCTION
Math Anxiety Levels in Grade 11 Students│7
At the beginning of the research process, the researchers first thought of the question “Do
students see math as an essential subject?”. Through further research, the researchers were able
to determine to answer to that: Yes, students do see math as an essential subject. Math has been
part of the standard curriculum for students since grade school. In fact, math is already
introduced to students as early as nursery. This led the researchers to another question: “What
makes math a challenging subject, particularly for high school students?”. They tried to
determine the reasons as to why students find math challenging and to find solutions for this
particular learning predicament. Solutions such as developing exciting activities related to math
that schools can offer to make math more interesting for students.
While rigorously researching, the researchers encountered the term ‘math anxiety’, which is later
on fully defined in this paper. There are a lot of answers as to why students may see math as a
challenging subject and having math anxiety could be one of the reasons. This led to the
researchers to focus on math anxiety and how it can be cured or avoided.
The researchers have noticed that the Grade 11 students are experiencing difficulties in the
subject of math. With the implementation of the new K-12 Curriculum last year, Batch 2017 was
forced to learn a wide range of math topics in such a short period of time. In the 2014-2015
school year, the students were required to take three math courses in the span of 10 months:
Advanced Algebra, Geometry and Trigonometry. Due to the time limit, the coverage of these
three subjects included only the fundamental components, more so with the Trigonometry course
since it was integrated with the Geometry course and was reportedly taught only in a span of a
week.
Math Anxiety Levels in Grade 11 Students│8
They have observed that the Grade 11 students did not have enough time to learn all their math
subjects, which is probably the reason behind why they are struggling to remember and
incorporate what they learned last year, into what they are doing now in their math subjects.
They want to try to determine if any traces of math anxiety have resulted in the Grade 11
students since the change in curriculum.
This research is being conducted in order to encourage more students take the STEM (Science,
Technology, Engineering, Math) track in Senior High School and to make students appreciate
the subject of math more. This also aims to find the solutions to math anxiety and how it could
be prevented.
CHAPTER 2. REVIEW OF RELATED LITERATURE
Definition of Math Anxiety
Math Anxiety Levels in Grade 11 Students│9
Math Anxiety is a debilitating emotional reaction to mathematics that is increasingly recognized
in psychology and education. It has been defined as "a feeling of tension and anxiety that
interferes with the manipulation of numbers and the solving of mathematical problems in
ordinary life and academic situations" (Curtain-Phillips, 1999). It ranges from feelings of mild
tension to a strong fear of mathematics and is not restricted to test or classroom settings, with the
result that those affected develop a severe avoidance of situations involving any kinds of
mathematics.
Math anxiety is a serious and pervasive problem, especially in the community-college setting.
Students may experience math anxiety in many forms and degrees, from “freezing up” during a
math exam, to attempting to avoid anything having to do with numbers. Symptoms may be
physical or psychological. Physical symptoms include nausea, shortness-of-breath, sweating,
heart palpitations and increased blood pressure. Some psychological symptoms are memory loss,
paralysis of thought, loss of self-confidence negative self-talk, math avoidance and isolation
(thinking you are the only one who experiences it). These symptoms and other negative math
experiences may lead to a vicious cycle in which fear of math interferes with learning math
which leads to more negative math experiences (Preis & Biggs, 2001).
This “vicious cycle” may lead students to delay or stop taking math courses which often limits
their educational opportunities. In today’s increasingly technical society, it is more important
than ever for students to have an extensive knowledge of math. A recent article states “the world
is moving into a new age of numbers … just look at where the mathematicians are now. They're
helping to map out advertising campaigns, they're changing the nature of research in newsrooms
Math Anxiety Levels in Grade 11 Students│10
and in biology labs and they're enabling marketers to forge new one-on-one relationships with
customers. As this occurs, more of the economy falls into the realm of numbers.” (Baker, 2006).
Math anxiety implies more than “bad at math.” It implies that someone would be better at math if
he or she weren’t so anxious -- there is evidence that’s true. A growing body of work shows that
math anxiety robs people of working memory. Working memory can be thought of as a kind of
mental scratch pad. It makes keeping several things in mind simultaneously possible. Math
anxiety essentially prompts students to do two things at once: solve the math problem and deal
with worries about the math (including worries about getting the problem wrong, looking
foolish, and what others may think of them). As a result, students have less working memory to
devote to the math, and their math performance suffers (Beilock & Willingham, 2014).
People Affected By Math Anxiety
Students
Math anxiety is an adverse emotional reaction to math or the prospect of doing math. It
has long been recognized to play a role in the math achievement of middle school and high
school students (Hembree, 1990) but recent studies have shown that math anxiety can
begin as early as elementary school (Beilock & Willingham, 2014) and can reach its peak
during middle school and high school (Scarpello, 2007). The early onset of math anxiety
amongst elementary students are most likely caused by social influences and cognitive
predispositions. In cognitive predispositions, a child will have negative views towards
math in the future as they progress in formal schooling if they are lacking in their skills.
Math Anxiety Levels in Grade 11 Students│11
Cognitively predisposed children are more vulnerable to negative social influence. In link
to the previous statement, elementary students are likely to be influenced by their primary
source of information: teachers. Studies do imply that negative attitudes towards math
may be passed down from teacher to student (Maloney & Beilock, 2015).
Teachers
Math anxiety can also occur in teaching professionals. A recent study by McAnallen
(2010) involving 691 teachers from eight states with diverse geographic locations
determined that majority of the participants have only taken Algebra I as their highest
level of mathematical education. Nearly 33% of the total applicants
reported that they
feel anxious towards math and consequently negatively received the idea of pursuing
higher levels of mathematical education. Participants who reported to have math anxiety
noted that "negative elementary or secondary interactions with teachers about
mathematics, poor teaching practices while they were in school, and/or negative
experiences taking algebra or geometry in high school," were the primary causes of their
anxiety.
Causes of Math Anxiety
Personal
Math Anxiety Levels in Grade 11 Students│12
The reasons for math anxiety can be classified by three main factors: environmental,
having negative experiences in math subjects or with bad teachers; personal, the lack of
confidence, low self-esteem, and the influence of previous negative experiences with
mathematics or; cognitive, the innate qualities such as failure to naturally adept at math,
which fuels a sense of inadequacy (Adelson, 2014). Since math demands correct answers,
it may bring about more anxiety over making mistakes compared to reading and
understanding (Menon, 2012). In the case of other students, factors such as the fear of not
finishing a timed test, being placed in math courses above level of competence, or feeling
not in control of one’s life situation, can also contribute to one’s math anxiety (Diaz,
2009).
According to Pekrun (2006), a leading researcher in the area of emotions in the classroom,
the Control-Value theory of Achievement Emotions helps explain this. The theory is
centered in the trigger of achievement emotions, which includes activity-related emotions
such as enjoyment, and anxiety. There are two components in his theory: (1) how much as
student values what they are doing. and (2) how much control the student believes that he
or she has over a task. When a student highly values what they are doing and has a high
level of control over the task, he would find enjoyment. On the other hand, when a student
highly values a task but has no control, anxiety is experienced.
In line with his theory, neuroscientists found evidence through the use of functional
magnetic resonance imaging (fMRI) of the brain found neurological evidence of the
negative impact math anxiety has to the individual's performance prior to completion of
Math Anxiety Levels in Grade 11 Students│13
math task. Researchers from the study concluded that the reason of the decrease in the
performance of math was not caused by the skill level of the individual but the ability to
manage anxiety at the anticipatory stage and focus to the task at hand (Buckley, 2011).
Societal
Unconsciously, society facilitates the development of math anxiety as it is considered a
cultural norm. Each culture has a different source for math anxiety as a nation but two
distinct cultures would be the Western countries and the Asian perspective.
For the Asian perspective, Shields (2006), a student from the University of Hong Kong,
conducted a study on 91 college students to gather their personal insights on math anxiety,
and to determine how and when math anxiety surfaced throughout their school lives.
Results showed that 61% of respondents related their math anxiety to teachers. 19% being
the largest percentage, started to experience math anxiety in the ninth grade, followed by
15% in the seventh grade, 12% in fourth grade, and 11% by the eighth or eleventh grade.
Joining grades seven, eight, and nine, which are the years that students are introduced to
Algebra, 45% of respondents first felt math anxiety during then. Likewise, 51% expressed
their beginning of math anxiety during Algebra class.
What is most interesting though is that greater than 60% of the respondents stated that
society made them believe that math would be vital to their future; however, those
interviewed were not aware of how important math was to their future careers. These
realizations about the importance of math may have added to their level of math anxiety,
Math Anxiety Levels in Grade 11 Students│14
seeing that they felt that they could not do what society (may include parents and/or
significant others) expected of them (Shields, 2006.; Diaz, 2009). On the topic of teaching
methods, it was examined that being taught in smaller groups and working in pairs seemed
to create less anxiety, whereas individual and team competitive math activities made the
majority of respondents more anxious (Schenkel, 2009).
On the other hand, the Western perspective was explained by Buckley (2011) who stated
that "negative community beliefs about maths are often heavily endorsed in adolescence
throughout high school per culture norm". The majority of society share the commonality
of math anxiety that it has been socially accepted to be normal. Due to the association of
math with the idea of intelligence, the rest of society that don't show high levels of math
anxiety are labeled as a 'nerd' due to their enthusiasm and ability to perform better than
others.
There are three math myths that fuel math anxiety. The first of which being the
presumption that for a person to excel in math, he must have a 'mathematical brain'. In
reality, it's simply an excuse to defend the idea that math is 'difficult'. But learning math, is
similar to learning in general as there are multiple factors that affect it such as the mentors,
attitude of the student, and the time and practice they dedicate towards the subject. Myth
two is that a person cannot be creative and good in math at the same time. It can be
assumed that most math taught in schools are not applicable in the real world. Therefore, it
is more or less useless with the exception of topics such as business math, and the basic
operations. Lastly, myth three would be gender stereotypes. It is believed that men excel
more in math compared to women as they are perceived to be 'illogical' which conflicts
Math Anxiety Levels in Grade 11 Students│15
with math, a logical subject. At a young age, girls may not have as much opportunity
given to them to investigate the world (mathematically) the same way with boys. This
discourages girls enrolling for any advance math subjects in upper secondary school
(Bohrd, Blazek, & Verkhovtseva, 2011; Buckley, 2011).
All in all, most students perceived their math anxiety as a result of lacking cognitive skills,
and even believing that it becomes worse as they attempt to improve those skills (Shields,
2006).
Effects of Math Anxiety
Individual
Doing math naturally triggers an effect on our brains, which includes the release of stress
hormones like cortisol, which is what triggers our flight or fight response. Studies have
proven that anticipating a math test activates the brain’s “pain matrix” or the region that
gets triggered when you injure yourself (Robson, 2015).
The most common symptoms people with math anxiety encounter are panic, paranoia,
passive behavior, and lack of confidence (Bradley, 2010). In this, the student or adult
believes that he or she is the only one who experiences difficulty in mathematics. He or
she will not work on his on her behavior because this problem also triggers passive
behavior, in which the student or adult believes that the problem cannot be solved in any
way. It would eventually limit the opportunities and career choices these individuals can
Math Anxiety Levels in Grade 11 Students│16
have due to the reason that they'd prefer to avoid not only the subject math but also the
courses and careers that involve it (Buckley, 2011). This also results to excessive reliance
on other people to accomplish simple math tasks. The student or adult does not believe
that he or she can accomplish any task related to mathematics.
According to Newman (1985), the math processing center of the brain is overwhelmed by
math tasks and shuts down when experiencing math anxiety. Poor encoding, decoding,
memory, processing, and retrieval of math facts are also symptoms that people with math
anxiety encounter. Researchers conducted a study on what occurs inside a person’s brain
when they performed math. Through fMRI scans, it was evident that the worry of
upcoming math events triggered a response in the brain much similar to physical pain. A
person’s anxiety about math will activate their posterior insula, a piece of tissue deep in
the brain located above the ear, and is connected to acknowledging threats to a person’s
body such as physical pain.
More specifically, as proven by Young, Wu, and Menon (2012), heightened activity
occurs in the right amygdala, the same area that responds with fear to trigger stimuli,
heightened activity in the hippocampus, which helps us form memories, reduced activity
in parts of the prefrontal cortex involved with working memory, attention, and number
reasoning, and greater connective strength between the amygdala and a part of the
prefrontal cortex that regulates negative emotions.
National
Math Anxiety Levels in Grade 11 Students│17
High levels of math anxiety is seen to negatively affect an individual's ability to run
working memory - the information needed to make mental calculations. The Chief
Scientist of the Australian Council for Educational Research stated that "the understanding
of the pervasiveness in and importance of mathematics, engineering and science to
Australia's Future needs to be promoted and nurtured across the community" (Buckley,
2011). The development of a negative response towards the subject would greatly affect
the country's progressive development as a chain reaction towards the national level.
Studies conducted in both the countries, Australia and USA, showed that a significant
amount of people have avoided careers with math degrees causing a decrease of college
and university enrollees (Buckely, 2011). This would limit the country's employee
resource in STEM fields. Careers holding such degrees play an important role in the
development of society such are engineers, architects, physicists, math teachers,
accountants, economist and etc. The U.S. Department of Education (as cited in Andrews
& Brown, 2015) claims that the lack of work force in the STEM field has been a pressing
issue for decades; wherein they are forced to find manpower abroad. The percentage of
that dependence have increased by 8% between the years, 1990 and 2000 (Brown &
Andrews, 2015).
Solutions and Preventive Measures of Math Anxiety
How Students Can Help Themselves
Math Anxiety Levels in Grade 11 Students│18
An important step in overcoming math anxiety is changing one’s attitude toward it. It is
recommended that students not view mathematics as something to be dreaded, and instead
as something they can look forward to learning, or as a challenge they are willing to beat
like games (Perles, 2012; Crowder, 2011). Similarly, many games are based on math
concepts such as cards, and battleships (Curtain-Phillips, 1999). It is also recommended
for students to train themselves not to engage in negative self-talk (Crowder, 2011;
Freedman, 2010; Mission College, 2009) and replace it with more positive messages. A
simple principle to follow because a person's mind has a great influence with success
(Curtain-Phillips, 1999). Students should also practice relaxation techniques such as deep
breathing and visualization to help release the tension and anxiety (Blazer, 2011). A study
conducted by professor Sian Beilock and PhD student Ian Lyons in 2011 showed through
brain scans the connection between activity in a network of regions in the frontal and
parietal lobes and the anxiety that students face when performing math-related tasks. It
was seen that a highly math-anxious student’s ability to focus their attention and control
emotions has a large impact on how they perform in math-related tasks. Students should
practice taking control of their emotions and concentrating on the task at hand before the
anxiety fully sets in when anticipating math-related tasks (Adelson, 2014).
A more practical solution that is most commonly suggested and supported for reducing
math anxiety is exposure to mathematics. It is recommended for students to challenge
themselves and practice math on a day-to-day basis. Researchers emphasize that repetition
is important in math and that with practice, students will develop the confidence needed to
solve mathematical problems, as well as improve on their current mathematical ability
(Freedman, 2010; Mission College, 2009). Studies have shown that disorganization is
Math Anxiety Levels in Grade 11 Students│19
linked to stress, and can amplify the symptoms of anxiety (Sherman, 2015). By learning to
organize their notes, schedules, school things and study habits, students will become less
affected by the anxiety that comes with math (Mission College, 2009). Another
recommended strategy is for students to adopt a new style or modify their current style of
studying. Students should play to their strengths and find a good studying technique
(Freedman, 2010; Rispoli, 2011), and should use these studying techniques to better
understand the processes in the lesson. Students should ask questions about concepts that
they do not understand or want to clarify (Freedman, 2010; Mission College, 2009).
If none of the mentioned solutions work, it is highly recommended for students to seek
assistance from teachers, peers, family, or hire a tutor that best suits their learning style.
Because of this, students should not rely solely on memorization (Freedman, 2010;
Rispoli, 2011), and should use these studying techniques to better understand the
processes in the lesson. Students should ask questions about concepts that they do not
understand or want to clarify (Freedman, 2010; Mission College, 2009).
How Teachers Can Help the Students
In a classroom environment, there are two roles that exist: the teacher and the student.
This relationship plays an important aspect to the learning attitude the students will have
towards the subject of math. According to Jackson & Leffingwell (as cited in Smith, 2004)
the students reflect the attitude of the teacher towards to the subject. If the teacher shows
enthusiasm with math, so will the student. If they don't, the student will mirror this. The
Math Anxiety Levels in Grade 11 Students│20
connection that the teacher has with their students can have the potential to help promote
an effective learning environment.
Every teacher must remember that the purpose of teaching is to understand and not to
replicate and memorize (Haralson, 2002). Researchers have conducted a study that by
focusing on using different teaching styles, methods of assessment, and extra tutorial
lessons helped improve math anxiety. One effective method is the investigative method
wherein students are independently making their own decisions on how to solve the
problem and even create their own problems. In order to help ease the process, it is highly
suggested by Schwartz (as cited in Smith, 2004) that it should be in an ascending manner starting from simple problems to more complex ones.
It is advisable for teachers to show their concern and care for their students in order to
build a more comfortable environment for learning (Haralson, 2002). This helps
encourage students to ask more questions openly and recite during classes, since students
learn best when they are active rather than passive (Curtain-Phillips, 1999). In the
situation where in a student would incorrectly answer, teachers must deal with their
response with positive reinforcement as not to cause any 'trauma' to the students
(Haralson, 2002).
In order to further maximize the learning experience in math, the students must be able to
recall or master the basic math skills needed (Smith, 2004). It is part of the teacher's role
to remind the students of these concepts due to the fact that mathematics has its own
language. Schwartz (as cited in Smith, 2004) mentions that the teacher must remember to
Math Anxiety Levels in Grade 11 Students│21
see his students are still people. He must learn not only to put himself in their shoes and
relate to their struggles but to also have patience to assist them to the best of his
capabilities in understanding the concepts that he teaches.
According to Prescott (as cited in Smith, 2004), the teacher must also allow his students to
make up their own questions and problems to encourage critical thinking. It is more
important that does not emphasize with right or wrong but the correct process. He stresses
the need of math students to realize that math is more than computations. Steele & Alfred
(as cited in Smith, 2004) supports this by explaining that flexibility in math helps facilitate
cooperation, reduce stress and anxiety, and create positive attitudes.
CHAPTER 3. METHODOLOGY
Research Site
Math Anxiety Levels in Grade 11 Students│22
The study occurred in Saint Paul College, Pasig, an internationally accredited all-girls catholic
school that serves students from nursery to the 12th grade. The school is compliant with the
requirements of the Department of Education, and was accredited by the Philippine Accrediting
Association of Schools, Colleges, and Universities (PAASCU), garnering a level three status for
the grade school and high school department. The school was also accredited by Western
Association of Schools and Colleges (WASC), from the 9th to 12th grade, consisting of students
with an approximate class size of 30-40. Despite the large student body, the study focuses on
Grade 11 students.
Study Design
This study on the causes of math anxiety on students was done using a qualitative method. The
data was encoded into a Microsoft Excel file, where it was analyzed. The survey was extracted
from the Pearson Custom website, which was properly cited. There was also an additional
question added by the researchers to validate and deepen their understanding on the result
gathered from the respondents. The aim of this study was to find the causes of math anxiety in
students in order to propose the most effective solution to alleviate the condition.
Participants
We included students from the four different tracks offered in the newly established senior high
curriculum: HUMSS (Humanities and Social Sciences), SAD (Sports, Arts, and Design), STEM
Math Anxiety Levels in Grade 11 Students│23
(Science, Technology, Engineering, and Mathematics) and ABM (Accounting, Business, and
Management). We decided to not only focus on STEM students because we needed a diverse
group of respondents to get a general view of Paulinians. This batch of students, specifically
Batch 2017, is the pioneering batch for the K-12 curriculum. They were chosen to get a view on
the anxiety acquired by students undergoing the new curriculum.
Data Gathering Procedure
Specific class numbers were chosen to require certain students to complete the survey to avoid a
lack of respondents. Research was carried out by distributing surveys to 10 respondents, for each
room in the 11th grade. Surveys were handed out to gain a better grasp of the responses and to
reach more respondents, given the short amount of time. The survey was retrieved from Pearson
Custom on account of the fact that it was evident that multiple sources from the review of related
literature utilized the source. The general results of the survey have been proven and explained
extensively by creating categories based on the sum of the student’s rating per statement. A
question that focused on the student’s perception of math was added to the survey to further
study the reasons behind respondent’s answers and results. A follow-up interview was carried
out based on the results from the survey, which served as a prerequisite, in order to gather indepth responses based from the results. There were six interviewees, having two per track, which
were selected from respondents with high levels of math anxiety. There were four interviewees
that were selected from the respondents with no levels of math anxiety. Lastly, there were seven
interviewees, specifically selected from the list of respondents with moderate levels of math
anxiety.
Math Anxiety Levels in Grade 11 Students│24
The systematic random sampling technique was used by picking specific class numbers to
choose as respondents for the survey. These were class numbers 3, 5, 7, 13, 17, 21, 23, 30, 34, 36
chosen from rooms 1-9 in the 11th Grade. For the interviews, the purposive non-probability
sampling method was used. The interviewees were chosen by the degree of their math anxiety.
Two interviewees were chosen per track from none, low, moderate, and high levels of math
anxiety.
Survey Questions
The first question included in the survey was “How do you feel about math?” This could
be answered by three choices, which were “I like it”, “I hate it”, and “I have mixed
emotions on it”. This was then preceded by statements that the respondents rated from 1 to
5, where in 5 being the most relatable and 1 being the least relatable. The ten statements
used were the following:
● I cringe when I have to go to math class.
● I am uneasy about going to the board in a math class.
● I am afraid to ask questions in math class.
● I am always worried about being called on in math class.
● I understand math now, but I worry that it’s going to get really difficult soon.
● I tend to zone out in math class.
● I fear math test more than any other kind.
● I don’t know how to study for math tests.
● It’s clear to me in math class, but when I go home it’s like I was never there.
● I’m afraid I won’t be able to keep up with the rest of the class.
Math Anxiety Levels in Grade 11 Students│25
Interview Questions
The following were questions asked:
1. State your name, track; ask them “What do you feel about math?”
2. Do you think that math is needed or can be applied in real life?
3. Depending on the respondents, discuss the statements that were rated with 5’s (for
high levels of math anxiety), 1’s (for no levels of math anxiety), or the
lowest/highest rated statement (for moderate levels of math anxiety).
4. What is your ideal learning environment and style?
5. How did you fare in your math subjects this school year?
6. Where in particular did you experience difficulties? (these include teachers,
lessons, etc.)
7. Who are your teachers and what do you think about their teaching styles?
*the teachers’ names are concealed in the results because the interviewees’
opinions are considered confidential
8. Was there a particular teaching method that your previous/current teachers
employed that you felt was very effective? Why?
Ethical Considerations
The researchers decided to gather a variety of results from the different tracks. The respondents
come from different tracks and specializations. The ABM track is focused with business,
Math Anxiety Levels in Grade 11 Students│26
accountancy, and management. The HUMSS track is focused with social sciences and
humanities. The STEM track is focused with science, math, engineering, and technology. And
the SAD track is focused with sports, arts, and design. They have different views on math based
on their current track and future careers.
CHAPTER 4. RESULTS
Determining Levels of Math Anxiety
Math Anxiety Levels in Grade 11 Students│27
Table 1. Scores and their Corresponding Level of Math Anxiety
RANGE OF SCORES
LEVEL OF MATH ANXIETY
40 - 50
High
30 - 39
Moderate
20 - 29
Low
10 - 19
None
In order to determine the level of math anxiety based on the assessment, Pearson Custom
developed a method that the sum of the scores would determine the level of math anxiety. As
seen in Table 1, there is a corresponding range of scores per level of math anxiety.
Grading System of St. Paul College, Pasig
Table. 2 Levels of Proficiency and their Equivalents
LEVEL OF
DESCRIPTION
PROFICIENCY
Advanced
The student at this level exceeds the
SUB-LEVEL
NUMERICAL
AND CODE
EQUIVALENT
A+
98.00 – 100.00
Math Anxiety Levels in Grade 11 Students│28
core
requirements
in
terms
of
A
95.00 – 97.99
The student at this level has developed
P+
93.00 – 94.99
the fundamental knowledge, skills, and
P
90.00 – 92.99
core understandings, and can transfer
P-
88.00 – 89.99
knowledge, skills, and understandings,
and can transfer them automatically
and
flexibly
through
authentic
performance.
Proficient
them independently through authentic
performance tasks.
Approaching
The student at this level has developed
AP +
86.00 – 87.99
Proficiency
the fundamental knowledge, skills, and
AP
83.00 – 85.99
core understandings and, with little
AP -
81.00 – 82.99
The student at this level possesses the
D+
78.00 – 80.99
minimum knowledge and skills and
D
75.00 – 77.99
B
70.00 – 74.99
guidance from the teacher and/or with
some
assistance
from
peers,
can
transfer these understandings through
authentic performance tasks.
Developing
core understandings, but needs help
throughout
the
performance
of
authentic tasks.
Beginning
The student at this level struggles with
Math Anxiety Levels in Grade 11 Students│29
her understanding; prerequisite and
fundamental knowledge and/or skills
have not been acquired.
Table 3 shows the updated grading system of St. Paul College, Pasig, effective by the start of
school year 2015 - 2016. This table will be the comparative basis on the results yielded from the
interviews since the grades of the interviewees in math was requested.
Summary of Data Gathered from the Surveys
The researchers distributed 90 surveys but only collected, summarized and analyzed 85 of it. The
majority of respondents (73%) from the batch as a whole scored Low to Moderate in the survey,
18% scored High and only 9% scored none. Out of the four tracks, respondents under ABM
reported the lowest for the amount of math anxiety experienced, where out of the 29 respondents,
38% scored Low and 14% had none at all, 38% scored Moderate and 10% scored High. STEM
had the second lowest percentage of students who displayed math anxiety. Out of 18
respondents, 11% scored None, 33% scored Low, 39% had scored Moderate and 17% had scored
High. HUMSS shares a similar average of anxiety levels with STEM. Out of 28, only 7% scored
None, 33% scored Low, 29% scored Moderate and 18% scored High. SAD reported the highest
amount of math anxiety. All 10 respondents had some level of anxiety, where 10% scored Low,
50% scored Moderate and 40% had scored High.
Math Anxiety Levels in Grade 11 Students│30
Figure 1. Perception of Students Towards Math
Figure 1 shows the different perceptions of Batch 2017 towards the subject of math. 1 The Grade
eleven students were given three options to answer as their perception; those are namely hate,
like, or mixed emotions.2 In examining all Senior high tracks, it was seen that the SAD students
hate math the most, while the HUMSS students seem to appreciate math the most. 3 Then the
students of STEM, with ABM close behind, were observed to have mixed emotions towards the
math subject.4 With these findings, it can be concluded that the majority of SAD does not enjoy
math, whereas the opposite goes for the majority of HUMSS. 5 As for STEM and ABM though,
most of them are still contemplating about their love or hate towards math.6
Table 3. Average Scores For the Second Part
Math Anxiety Levels in Grade 11 Students│31
QUESTION #
ABM
HUMSS
STEM
SAD
1
2.66
2.89
2.72
3.50
2
3.03
3.04
3.11
3.90
3
2.62
2.54
3.22
3.70
4
3.10
3.29
3.33
3.80
5
3.03
3.21
3.44
3.40
6
3.00
2.07
2.72
3.40
7
3.14
2.93
2.78
3.40
8
2.72
2.89
2.61
3.30
9
2.93
1.96
2.72
4.10
10
2.83
2.86
3.11
4.00
Figure 2. Average of Scores For the Second Part
Math Anxiety Levels in Grade 11 Students│32
Table 3 and Figure 2 shows the average of scores of each track per question. The first survey
question, I cringe when I have to go to math class.1 Out of the four senior high tracks, SAD was
shown to have strongly agreed with the statement, leading with the highest average score of
3.50.2 Following SAD are HUMSS, STEM, and ABM, with average scores of 2.89, 2.72, and
2.66 respectively.3 These findings overall suggest that students in the track of SAD do not look
forward to attending math class as compared to the students of ABM who do not mind as much.4
The second survey question, I am uneasy about going to the board in a math class. 1 Based on the
data, it is observable that the students of SAD are the ones who feel most uneasy about carrying
out the task, followed by STEM, HUMSS, and ABM. 2 Thus, it can be concluded that the SAD
students are not as confident in their abilities to solve board works in comparison with ABM,
HUMSS, and STEM students.3
The third survey question, I am afraid to ask questions in math class.1 After conducting this
specific question, it was noticed that mainly the SAD students were afraid to ask questions in
math class as compared to STEM, ABM, and HUMSS students. 2 Therefore, it can be said that
SAD students feel uncomfortable in seeking further clarification on math topics much more than
other tracks such as ABM and HUMSS.3
The fourth survey question, I am always worried about being called on in math class. 1 With the
highest average score, SAD can relate most with the given statement more than with STEM,
HUMSS, and ABM.2 This data then implies that SAD students are quite concerned about not
being able to effectively or correctly answer if ever called upon, than
Math Anxiety Levels in Grade 11 Students│33
students of the other different tracks.3
The fifth survey question, I understand math now, but I worry that it’s going to get really
difficult soon.1 Looking at Figure 2, it can be observed that STEM students can connect to that
statement the most, as they have the highest average score of 3.44.2 To follow STEM are SAD,
HUMSS, and ABM with lower average scores of 3.40, 3.21, and 3.03. 3 With these results, it is
suggested that STEM more than any other track feels that they are currently capable of doing
math, but fear that they would not be able to understand the math lessons later on if it gets more
complex.4
The sixth survey question, I tend to zone out in math class.1 In examining the data, it is shown
that mostly SAD students tend to zone out in math class as compared to the students of ABM,
STEM, and especially HUMSS.2 This may indicate that SAD students have a harder time
focusing in math class more than any other track in senior high.3
The seventh survey question, I fear math tests more than any other kind. 1 Out of the four tracks,
SAD is the track who fears math tests the most following with ABM, HUMSS, and STEM. 2 It
can then be inferred that the students of SAD feel uncomfortable in undergoing math periodical
tests much more than the other tracks like STEM.3
The eighth survey question, I don’t know how to study for math tests. 1 Looking at the data, it is
seen that first SAD and then HUMSS students can relate to the situation given in the question or
statement.2 Looking at this, it can be concluded that these two tracks often experience this
situation more than other tracks such as STEM and ABM.3
Math Anxiety Levels in Grade 11 Students│34
The ninth survey question, It’s clear to me in math class, but when I go home it’s like I was
never there.1 With the highest average score, SAD can connect with this statement the most as
compared to ABM, STEM, and HUMSS. 2 This data possibly conveys that the students of SAD
easily forget what happens during their math classes more than their fellow batchmates in the
rest of the senior high tracks.3
The last survey question, I’m afraid I won’t be able to keep up with the rest of the class. 1 In
observing Figure 2, it is evident that SAD strongly agrees with this statement as they have the
highest average score among the four tracks. 2 These findings overall suggest that the students of
SAD, more than any other track, are nervous that they would not be able to catch up with the
pacing of the math subject, and with the learning abilities of each other as well.3
Figure 3. Percentage of Non-existent Math Anxiety Levels within Batch 2017
Math Anxiety Levels in Grade 11 Students│35
Figure 3 refers to the percentage of students in Batch 2017 who do not have any levels of math
anxiety.1 All the senior high tracks, 37% of both STEM and ABM students have no levels of
math anxiety, while HUMSS follows by 25%.2 SAD however, is not considered in the pie chart. 3
Therefore, it can be concluded that both STEM and ABM are not exactly anxious when it comes
to dealing with math.4 However, the same cannot be said for the track of SAD.5
Figure 4. Percentage of Low Math Anxiety Levels within Batch 2017
Figure 4 pertains to the percentage of students in Batch 2017 who have low levels of math
anxiety.1 Right now, 36% of students in HUMSS are experiencing low math anxiety levels the
most following by ABM with 31%, STEM with 25%, and SAD lastly with 8%. 2 Looking at the
Math Anxiety Levels in Grade 11 Students│36
data, it is seen that mainly HUMSS students are living with low math anxiety more than any
other track.3
Figure 5. Percentage of Moderate Math Anxiety Levels within Batch 2017
Figure 5 gives mention to the percentage of students in Batch 2017 who have moderate levels of
math anxiety.1 Examining the pie chart above, it seems that the students of SAD are the ones
experiencing moderate math anxiety the most with the leading percentage of 37%. 2 Then ABM
comes after with 27%, HUMSS with 20%, and finally STEM with 17%. 3 It can then be infe
HIGH SCHOOL DEPARTMENT
St. Paul Rd., Brgy. Ugong, Pasig City
Determining Math Anxiety Levels in Grade 11 Students
of St. Paul College, Pasig School Year 2015 to 2016
ARAMBULO, Hannah Kristianne Marie P.
XI-7
BUENAVENTURA, Elisse D.
XI-7
FELIX, Maria Justine Anne T.
XI-7
HILARIO, Isabella R.
XI-7
LAGUERDER, Krizelle G.
XI-7
MANALOTO, Adrianne Alexis A.
XI-7
DATE SUBMITTED:
March 21, 2016, Monday
SUBMITTED TO:
Sir Andre Earnshaw
Math Anxiety Levels in Grade 11 Students│1
ABSTRACT
In preparation for the implementation of the K-12 system, the pioneering batch were required to
take three math courses in the span of 10 months. The researchers believe that the limited
coverage of the courses has affected the students' performance in senior high school, as they
struggle to incorporate what they have learned into their current math topics and become
mentally prone to math anxiety. Math anxiety is a negative feeling that can interfere with one's
mathematical abilities & potential (Curtain-Phillips, 1999), which can limit one's actualizations
in the field of math.
Math is a crucial component in every curriculum, especially in the STEM track. In an effort to
offer insight to this problem, the researchers conducted a systematically random sampling
technique-based survey to determine the anxiety levels amongst select Grade 11 students. The
survey was retrieved from Pearson Custom and was utilised in similar studies as seen in the
review of related literature. The survey clearly determined math anxiety levels and this served as
a basis for the follow-up interview given to purposively-selected students, chosen by the degree
of their math anxiety. The study features detailed accounts of students with varying levels of
math anxiety, with a limit of two representatives per math anxiety level in a track.
The results of the Pearson Custom survey indicated that 73% of the respondents have low to
moderate levels of math anxiety. 18% of the respondents have a high level of math anxiety
whereas only 9% of the respondents have no math anxiety at all. As seen in Figure 2, the SAD
track has the highest average amount of math anxiety, as all of the respondents had some levels
of anxiety. HUMMS, on the other hand, got the majority for low math anxiety levels in Figure 4.
Math Anxiety Levels in Grade 11 Students│2
In comparison, "math-oriented" tracks such as ABM & STEM have a relatively high percentage
of non-existent math anxiety levels as seen in Figure 3. A particular trend is observable in the
math anxiety level results of ABM & STEM students: as the level of math anxiety increases, the
percentage of their results decreases, except in Figures 5 & 6 wherein STEM's percentage
increased by a negligible 1%. These results suggest that there is a correlation between the
amount of exposure to math and math anxiety levels, since the ABM & STEM tracks have more
math-related subjects than HUMSS & SAD.
The data collected in the briefness of this study suggests that there is an indisputable correlation
between a student's chosen track and their levels of math anxiety, probably because of the limited
exposure as stated beforehand. The study encountered difficulty in acquiring willing participants,
thus affecting the amount of data we've gathered, particularly during the interviews. Similar
studies might be able to examine this correlation further if they have more respondents per track
and conduct thorough interviews.
TABLE OF CONTENTS
Math Anxiety Levels in Grade 11 Students│3
Page
Abstract…………………………………………………………………………………..….…....1
List of Tables………………………….……………………………………………………..…...5
List of Figures……………………….……………………………………………………...…….6
Chapters
1.
Introduction………………………………………………………………………..……..7
2.
Review of Related Literature…………………………………………………..………..9
2.1.
Definition of Math Anxiety…………………………………………....……......9
2.2.
People Affected by Math Anxiety…………………………………………….....10
2.3.
2.4.
2.5.
3.
2.2.1.
Students……………………………………………………………...…..10
2.2.2.
Teachers……………………………………………………………….....11
Causes of Math Anxiety………………………………………………………....12
2.3.1.
Personal…………………………………………………………………..12
2.3.2.
Societal…………………………………………………………………...13
Effects of Math Anxiety………………………………………………………….15
2.4.1.
Individual………………………………………………………………...15
2.4.2.
National………………………………………………………………......17
Solutions and Preventive Measures of Math Anxiety…………………………...18
2.5.1.
How the Students Can Help Themselves………………………………..18
2.5.2.
How the Teachers Can Help the Students…………………………….....19
Methodology……………………………………………………………………………..22
3.1.
Research Site………………………………………………………………….....22
3.2.
Study Design……………………………………………………………………..22
Math Anxiety Levels in Grade 11 Students│4
3.3.
Participants…………………………………………………………………….…23
3.4.
Data Gathering Procedure………………………………………………………..23
3.5.
4.
5.
6.
3.4.1.
Survey Questions…………………………………………………...…...24
3.4.2.
Interview Questions………………………………………………...…...25
Ethical Considerations…………………………………………………………...26
Results…………………………………………………………………………………....27
4.1.
Determining Levels of Math Anxiety…..…………………………………….....27
4.2.
Grading System of St. Paul College, Pasig……………………………….….....28
4.3.
Summary of Data Gathered from the Surveys…………………………………..29
4.4.
Summary of Data Gathered from the Interviews……………………………......39
Discussion…………………………………………………............................................52
5.1.
Summary………………………………………………………………………....52
5.2.
Interpretation of Findings………………………………………………………..52
5.2.1.
Major Findings…………………………………………………………...52
5.2.2.
Causes…………………………………………………………..……......55
5.2.3.
Solutions………………………………………………………………....56
5.3.
Application……………………………………………………………………....57
5.4.
Limitations……………………………………………………………………….57
5.5.
Future Research.....………………………………………………………………58
5.6.
Implications............................................................................................................58
References..........................................................................................................................59
LIST OF TABLES
Math Anxiety Levels in Grade 11 Students│5
Tables
Page
Table 1. Scores and their Corresponding Level of Math Anxiety………………………...27
Table 2. Levels of Proficiency and their Equivalents…………...........……………….…..28
Table 3. Average Scores for the Second Part……………………………………………..31
Table 4. Summary of Interviews for High Math Anxiety Levels………………………....39
Table 5. Summary of Interviews for Moderate Math Anxiety Levels…………………....44
Table 6. Summary of Interviews for No Levels of Math Anxiety………………………...48
LIST OF FIGURES
Math Anxiety Levels in Grade 11 Students│6
Figures
Page
Figure 1. Perception of Students Towards Math…………………………………………30
Figure 2. Average Scores for the Second Part…………………………………………...32
Figure 3. Percentage of Non-existent Math Anxiety Levels within Batch 2017………...35
Figure 4. Percentage of Low Math Anxiety Levels within Batch 2017………………....36
Figure 5. Percentage of Moderate Math Anxiety Levels within Batch 2017……………37
Figure 6. Percentage of High Math Anxiety Levels within Batch 2017…………………38
CHAPTER I. INTRODUCTION
Math Anxiety Levels in Grade 11 Students│7
At the beginning of the research process, the researchers first thought of the question “Do
students see math as an essential subject?”. Through further research, the researchers were able
to determine to answer to that: Yes, students do see math as an essential subject. Math has been
part of the standard curriculum for students since grade school. In fact, math is already
introduced to students as early as nursery. This led the researchers to another question: “What
makes math a challenging subject, particularly for high school students?”. They tried to
determine the reasons as to why students find math challenging and to find solutions for this
particular learning predicament. Solutions such as developing exciting activities related to math
that schools can offer to make math more interesting for students.
While rigorously researching, the researchers encountered the term ‘math anxiety’, which is later
on fully defined in this paper. There are a lot of answers as to why students may see math as a
challenging subject and having math anxiety could be one of the reasons. This led to the
researchers to focus on math anxiety and how it can be cured or avoided.
The researchers have noticed that the Grade 11 students are experiencing difficulties in the
subject of math. With the implementation of the new K-12 Curriculum last year, Batch 2017 was
forced to learn a wide range of math topics in such a short period of time. In the 2014-2015
school year, the students were required to take three math courses in the span of 10 months:
Advanced Algebra, Geometry and Trigonometry. Due to the time limit, the coverage of these
three subjects included only the fundamental components, more so with the Trigonometry course
since it was integrated with the Geometry course and was reportedly taught only in a span of a
week.
Math Anxiety Levels in Grade 11 Students│8
They have observed that the Grade 11 students did not have enough time to learn all their math
subjects, which is probably the reason behind why they are struggling to remember and
incorporate what they learned last year, into what they are doing now in their math subjects.
They want to try to determine if any traces of math anxiety have resulted in the Grade 11
students since the change in curriculum.
This research is being conducted in order to encourage more students take the STEM (Science,
Technology, Engineering, Math) track in Senior High School and to make students appreciate
the subject of math more. This also aims to find the solutions to math anxiety and how it could
be prevented.
CHAPTER 2. REVIEW OF RELATED LITERATURE
Definition of Math Anxiety
Math Anxiety Levels in Grade 11 Students│9
Math Anxiety is a debilitating emotional reaction to mathematics that is increasingly recognized
in psychology and education. It has been defined as "a feeling of tension and anxiety that
interferes with the manipulation of numbers and the solving of mathematical problems in
ordinary life and academic situations" (Curtain-Phillips, 1999). It ranges from feelings of mild
tension to a strong fear of mathematics and is not restricted to test or classroom settings, with the
result that those affected develop a severe avoidance of situations involving any kinds of
mathematics.
Math anxiety is a serious and pervasive problem, especially in the community-college setting.
Students may experience math anxiety in many forms and degrees, from “freezing up” during a
math exam, to attempting to avoid anything having to do with numbers. Symptoms may be
physical or psychological. Physical symptoms include nausea, shortness-of-breath, sweating,
heart palpitations and increased blood pressure. Some psychological symptoms are memory loss,
paralysis of thought, loss of self-confidence negative self-talk, math avoidance and isolation
(thinking you are the only one who experiences it). These symptoms and other negative math
experiences may lead to a vicious cycle in which fear of math interferes with learning math
which leads to more negative math experiences (Preis & Biggs, 2001).
This “vicious cycle” may lead students to delay or stop taking math courses which often limits
their educational opportunities. In today’s increasingly technical society, it is more important
than ever for students to have an extensive knowledge of math. A recent article states “the world
is moving into a new age of numbers … just look at where the mathematicians are now. They're
helping to map out advertising campaigns, they're changing the nature of research in newsrooms
Math Anxiety Levels in Grade 11 Students│10
and in biology labs and they're enabling marketers to forge new one-on-one relationships with
customers. As this occurs, more of the economy falls into the realm of numbers.” (Baker, 2006).
Math anxiety implies more than “bad at math.” It implies that someone would be better at math if
he or she weren’t so anxious -- there is evidence that’s true. A growing body of work shows that
math anxiety robs people of working memory. Working memory can be thought of as a kind of
mental scratch pad. It makes keeping several things in mind simultaneously possible. Math
anxiety essentially prompts students to do two things at once: solve the math problem and deal
with worries about the math (including worries about getting the problem wrong, looking
foolish, and what others may think of them). As a result, students have less working memory to
devote to the math, and their math performance suffers (Beilock & Willingham, 2014).
People Affected By Math Anxiety
Students
Math anxiety is an adverse emotional reaction to math or the prospect of doing math. It
has long been recognized to play a role in the math achievement of middle school and high
school students (Hembree, 1990) but recent studies have shown that math anxiety can
begin as early as elementary school (Beilock & Willingham, 2014) and can reach its peak
during middle school and high school (Scarpello, 2007). The early onset of math anxiety
amongst elementary students are most likely caused by social influences and cognitive
predispositions. In cognitive predispositions, a child will have negative views towards
math in the future as they progress in formal schooling if they are lacking in their skills.
Math Anxiety Levels in Grade 11 Students│11
Cognitively predisposed children are more vulnerable to negative social influence. In link
to the previous statement, elementary students are likely to be influenced by their primary
source of information: teachers. Studies do imply that negative attitudes towards math
may be passed down from teacher to student (Maloney & Beilock, 2015).
Teachers
Math anxiety can also occur in teaching professionals. A recent study by McAnallen
(2010) involving 691 teachers from eight states with diverse geographic locations
determined that majority of the participants have only taken Algebra I as their highest
level of mathematical education. Nearly 33% of the total applicants
reported that they
feel anxious towards math and consequently negatively received the idea of pursuing
higher levels of mathematical education. Participants who reported to have math anxiety
noted that "negative elementary or secondary interactions with teachers about
mathematics, poor teaching practices while they were in school, and/or negative
experiences taking algebra or geometry in high school," were the primary causes of their
anxiety.
Causes of Math Anxiety
Personal
Math Anxiety Levels in Grade 11 Students│12
The reasons for math anxiety can be classified by three main factors: environmental,
having negative experiences in math subjects or with bad teachers; personal, the lack of
confidence, low self-esteem, and the influence of previous negative experiences with
mathematics or; cognitive, the innate qualities such as failure to naturally adept at math,
which fuels a sense of inadequacy (Adelson, 2014). Since math demands correct answers,
it may bring about more anxiety over making mistakes compared to reading and
understanding (Menon, 2012). In the case of other students, factors such as the fear of not
finishing a timed test, being placed in math courses above level of competence, or feeling
not in control of one’s life situation, can also contribute to one’s math anxiety (Diaz,
2009).
According to Pekrun (2006), a leading researcher in the area of emotions in the classroom,
the Control-Value theory of Achievement Emotions helps explain this. The theory is
centered in the trigger of achievement emotions, which includes activity-related emotions
such as enjoyment, and anxiety. There are two components in his theory: (1) how much as
student values what they are doing. and (2) how much control the student believes that he
or she has over a task. When a student highly values what they are doing and has a high
level of control over the task, he would find enjoyment. On the other hand, when a student
highly values a task but has no control, anxiety is experienced.
In line with his theory, neuroscientists found evidence through the use of functional
magnetic resonance imaging (fMRI) of the brain found neurological evidence of the
negative impact math anxiety has to the individual's performance prior to completion of
Math Anxiety Levels in Grade 11 Students│13
math task. Researchers from the study concluded that the reason of the decrease in the
performance of math was not caused by the skill level of the individual but the ability to
manage anxiety at the anticipatory stage and focus to the task at hand (Buckley, 2011).
Societal
Unconsciously, society facilitates the development of math anxiety as it is considered a
cultural norm. Each culture has a different source for math anxiety as a nation but two
distinct cultures would be the Western countries and the Asian perspective.
For the Asian perspective, Shields (2006), a student from the University of Hong Kong,
conducted a study on 91 college students to gather their personal insights on math anxiety,
and to determine how and when math anxiety surfaced throughout their school lives.
Results showed that 61% of respondents related their math anxiety to teachers. 19% being
the largest percentage, started to experience math anxiety in the ninth grade, followed by
15% in the seventh grade, 12% in fourth grade, and 11% by the eighth or eleventh grade.
Joining grades seven, eight, and nine, which are the years that students are introduced to
Algebra, 45% of respondents first felt math anxiety during then. Likewise, 51% expressed
their beginning of math anxiety during Algebra class.
What is most interesting though is that greater than 60% of the respondents stated that
society made them believe that math would be vital to their future; however, those
interviewed were not aware of how important math was to their future careers. These
realizations about the importance of math may have added to their level of math anxiety,
Math Anxiety Levels in Grade 11 Students│14
seeing that they felt that they could not do what society (may include parents and/or
significant others) expected of them (Shields, 2006.; Diaz, 2009). On the topic of teaching
methods, it was examined that being taught in smaller groups and working in pairs seemed
to create less anxiety, whereas individual and team competitive math activities made the
majority of respondents more anxious (Schenkel, 2009).
On the other hand, the Western perspective was explained by Buckley (2011) who stated
that "negative community beliefs about maths are often heavily endorsed in adolescence
throughout high school per culture norm". The majority of society share the commonality
of math anxiety that it has been socially accepted to be normal. Due to the association of
math with the idea of intelligence, the rest of society that don't show high levels of math
anxiety are labeled as a 'nerd' due to their enthusiasm and ability to perform better than
others.
There are three math myths that fuel math anxiety. The first of which being the
presumption that for a person to excel in math, he must have a 'mathematical brain'. In
reality, it's simply an excuse to defend the idea that math is 'difficult'. But learning math, is
similar to learning in general as there are multiple factors that affect it such as the mentors,
attitude of the student, and the time and practice they dedicate towards the subject. Myth
two is that a person cannot be creative and good in math at the same time. It can be
assumed that most math taught in schools are not applicable in the real world. Therefore, it
is more or less useless with the exception of topics such as business math, and the basic
operations. Lastly, myth three would be gender stereotypes. It is believed that men excel
more in math compared to women as they are perceived to be 'illogical' which conflicts
Math Anxiety Levels in Grade 11 Students│15
with math, a logical subject. At a young age, girls may not have as much opportunity
given to them to investigate the world (mathematically) the same way with boys. This
discourages girls enrolling for any advance math subjects in upper secondary school
(Bohrd, Blazek, & Verkhovtseva, 2011; Buckley, 2011).
All in all, most students perceived their math anxiety as a result of lacking cognitive skills,
and even believing that it becomes worse as they attempt to improve those skills (Shields,
2006).
Effects of Math Anxiety
Individual
Doing math naturally triggers an effect on our brains, which includes the release of stress
hormones like cortisol, which is what triggers our flight or fight response. Studies have
proven that anticipating a math test activates the brain’s “pain matrix” or the region that
gets triggered when you injure yourself (Robson, 2015).
The most common symptoms people with math anxiety encounter are panic, paranoia,
passive behavior, and lack of confidence (Bradley, 2010). In this, the student or adult
believes that he or she is the only one who experiences difficulty in mathematics. He or
she will not work on his on her behavior because this problem also triggers passive
behavior, in which the student or adult believes that the problem cannot be solved in any
way. It would eventually limit the opportunities and career choices these individuals can
Math Anxiety Levels in Grade 11 Students│16
have due to the reason that they'd prefer to avoid not only the subject math but also the
courses and careers that involve it (Buckley, 2011). This also results to excessive reliance
on other people to accomplish simple math tasks. The student or adult does not believe
that he or she can accomplish any task related to mathematics.
According to Newman (1985), the math processing center of the brain is overwhelmed by
math tasks and shuts down when experiencing math anxiety. Poor encoding, decoding,
memory, processing, and retrieval of math facts are also symptoms that people with math
anxiety encounter. Researchers conducted a study on what occurs inside a person’s brain
when they performed math. Through fMRI scans, it was evident that the worry of
upcoming math events triggered a response in the brain much similar to physical pain. A
person’s anxiety about math will activate their posterior insula, a piece of tissue deep in
the brain located above the ear, and is connected to acknowledging threats to a person’s
body such as physical pain.
More specifically, as proven by Young, Wu, and Menon (2012), heightened activity
occurs in the right amygdala, the same area that responds with fear to trigger stimuli,
heightened activity in the hippocampus, which helps us form memories, reduced activity
in parts of the prefrontal cortex involved with working memory, attention, and number
reasoning, and greater connective strength between the amygdala and a part of the
prefrontal cortex that regulates negative emotions.
National
Math Anxiety Levels in Grade 11 Students│17
High levels of math anxiety is seen to negatively affect an individual's ability to run
working memory - the information needed to make mental calculations. The Chief
Scientist of the Australian Council for Educational Research stated that "the understanding
of the pervasiveness in and importance of mathematics, engineering and science to
Australia's Future needs to be promoted and nurtured across the community" (Buckley,
2011). The development of a negative response towards the subject would greatly affect
the country's progressive development as a chain reaction towards the national level.
Studies conducted in both the countries, Australia and USA, showed that a significant
amount of people have avoided careers with math degrees causing a decrease of college
and university enrollees (Buckely, 2011). This would limit the country's employee
resource in STEM fields. Careers holding such degrees play an important role in the
development of society such are engineers, architects, physicists, math teachers,
accountants, economist and etc. The U.S. Department of Education (as cited in Andrews
& Brown, 2015) claims that the lack of work force in the STEM field has been a pressing
issue for decades; wherein they are forced to find manpower abroad. The percentage of
that dependence have increased by 8% between the years, 1990 and 2000 (Brown &
Andrews, 2015).
Solutions and Preventive Measures of Math Anxiety
How Students Can Help Themselves
Math Anxiety Levels in Grade 11 Students│18
An important step in overcoming math anxiety is changing one’s attitude toward it. It is
recommended that students not view mathematics as something to be dreaded, and instead
as something they can look forward to learning, or as a challenge they are willing to beat
like games (Perles, 2012; Crowder, 2011). Similarly, many games are based on math
concepts such as cards, and battleships (Curtain-Phillips, 1999). It is also recommended
for students to train themselves not to engage in negative self-talk (Crowder, 2011;
Freedman, 2010; Mission College, 2009) and replace it with more positive messages. A
simple principle to follow because a person's mind has a great influence with success
(Curtain-Phillips, 1999). Students should also practice relaxation techniques such as deep
breathing and visualization to help release the tension and anxiety (Blazer, 2011). A study
conducted by professor Sian Beilock and PhD student Ian Lyons in 2011 showed through
brain scans the connection between activity in a network of regions in the frontal and
parietal lobes and the anxiety that students face when performing math-related tasks. It
was seen that a highly math-anxious student’s ability to focus their attention and control
emotions has a large impact on how they perform in math-related tasks. Students should
practice taking control of their emotions and concentrating on the task at hand before the
anxiety fully sets in when anticipating math-related tasks (Adelson, 2014).
A more practical solution that is most commonly suggested and supported for reducing
math anxiety is exposure to mathematics. It is recommended for students to challenge
themselves and practice math on a day-to-day basis. Researchers emphasize that repetition
is important in math and that with practice, students will develop the confidence needed to
solve mathematical problems, as well as improve on their current mathematical ability
(Freedman, 2010; Mission College, 2009). Studies have shown that disorganization is
Math Anxiety Levels in Grade 11 Students│19
linked to stress, and can amplify the symptoms of anxiety (Sherman, 2015). By learning to
organize their notes, schedules, school things and study habits, students will become less
affected by the anxiety that comes with math (Mission College, 2009). Another
recommended strategy is for students to adopt a new style or modify their current style of
studying. Students should play to their strengths and find a good studying technique
(Freedman, 2010; Rispoli, 2011), and should use these studying techniques to better
understand the processes in the lesson. Students should ask questions about concepts that
they do not understand or want to clarify (Freedman, 2010; Mission College, 2009).
If none of the mentioned solutions work, it is highly recommended for students to seek
assistance from teachers, peers, family, or hire a tutor that best suits their learning style.
Because of this, students should not rely solely on memorization (Freedman, 2010;
Rispoli, 2011), and should use these studying techniques to better understand the
processes in the lesson. Students should ask questions about concepts that they do not
understand or want to clarify (Freedman, 2010; Mission College, 2009).
How Teachers Can Help the Students
In a classroom environment, there are two roles that exist: the teacher and the student.
This relationship plays an important aspect to the learning attitude the students will have
towards the subject of math. According to Jackson & Leffingwell (as cited in Smith, 2004)
the students reflect the attitude of the teacher towards to the subject. If the teacher shows
enthusiasm with math, so will the student. If they don't, the student will mirror this. The
Math Anxiety Levels in Grade 11 Students│20
connection that the teacher has with their students can have the potential to help promote
an effective learning environment.
Every teacher must remember that the purpose of teaching is to understand and not to
replicate and memorize (Haralson, 2002). Researchers have conducted a study that by
focusing on using different teaching styles, methods of assessment, and extra tutorial
lessons helped improve math anxiety. One effective method is the investigative method
wherein students are independently making their own decisions on how to solve the
problem and even create their own problems. In order to help ease the process, it is highly
suggested by Schwartz (as cited in Smith, 2004) that it should be in an ascending manner starting from simple problems to more complex ones.
It is advisable for teachers to show their concern and care for their students in order to
build a more comfortable environment for learning (Haralson, 2002). This helps
encourage students to ask more questions openly and recite during classes, since students
learn best when they are active rather than passive (Curtain-Phillips, 1999). In the
situation where in a student would incorrectly answer, teachers must deal with their
response with positive reinforcement as not to cause any 'trauma' to the students
(Haralson, 2002).
In order to further maximize the learning experience in math, the students must be able to
recall or master the basic math skills needed (Smith, 2004). It is part of the teacher's role
to remind the students of these concepts due to the fact that mathematics has its own
language. Schwartz (as cited in Smith, 2004) mentions that the teacher must remember to
Math Anxiety Levels in Grade 11 Students│21
see his students are still people. He must learn not only to put himself in their shoes and
relate to their struggles but to also have patience to assist them to the best of his
capabilities in understanding the concepts that he teaches.
According to Prescott (as cited in Smith, 2004), the teacher must also allow his students to
make up their own questions and problems to encourage critical thinking. It is more
important that does not emphasize with right or wrong but the correct process. He stresses
the need of math students to realize that math is more than computations. Steele & Alfred
(as cited in Smith, 2004) supports this by explaining that flexibility in math helps facilitate
cooperation, reduce stress and anxiety, and create positive attitudes.
CHAPTER 3. METHODOLOGY
Research Site
Math Anxiety Levels in Grade 11 Students│22
The study occurred in Saint Paul College, Pasig, an internationally accredited all-girls catholic
school that serves students from nursery to the 12th grade. The school is compliant with the
requirements of the Department of Education, and was accredited by the Philippine Accrediting
Association of Schools, Colleges, and Universities (PAASCU), garnering a level three status for
the grade school and high school department. The school was also accredited by Western
Association of Schools and Colleges (WASC), from the 9th to 12th grade, consisting of students
with an approximate class size of 30-40. Despite the large student body, the study focuses on
Grade 11 students.
Study Design
This study on the causes of math anxiety on students was done using a qualitative method. The
data was encoded into a Microsoft Excel file, where it was analyzed. The survey was extracted
from the Pearson Custom website, which was properly cited. There was also an additional
question added by the researchers to validate and deepen their understanding on the result
gathered from the respondents. The aim of this study was to find the causes of math anxiety in
students in order to propose the most effective solution to alleviate the condition.
Participants
We included students from the four different tracks offered in the newly established senior high
curriculum: HUMSS (Humanities and Social Sciences), SAD (Sports, Arts, and Design), STEM
Math Anxiety Levels in Grade 11 Students│23
(Science, Technology, Engineering, and Mathematics) and ABM (Accounting, Business, and
Management). We decided to not only focus on STEM students because we needed a diverse
group of respondents to get a general view of Paulinians. This batch of students, specifically
Batch 2017, is the pioneering batch for the K-12 curriculum. They were chosen to get a view on
the anxiety acquired by students undergoing the new curriculum.
Data Gathering Procedure
Specific class numbers were chosen to require certain students to complete the survey to avoid a
lack of respondents. Research was carried out by distributing surveys to 10 respondents, for each
room in the 11th grade. Surveys were handed out to gain a better grasp of the responses and to
reach more respondents, given the short amount of time. The survey was retrieved from Pearson
Custom on account of the fact that it was evident that multiple sources from the review of related
literature utilized the source. The general results of the survey have been proven and explained
extensively by creating categories based on the sum of the student’s rating per statement. A
question that focused on the student’s perception of math was added to the survey to further
study the reasons behind respondent’s answers and results. A follow-up interview was carried
out based on the results from the survey, which served as a prerequisite, in order to gather indepth responses based from the results. There were six interviewees, having two per track, which
were selected from respondents with high levels of math anxiety. There were four interviewees
that were selected from the respondents with no levels of math anxiety. Lastly, there were seven
interviewees, specifically selected from the list of respondents with moderate levels of math
anxiety.
Math Anxiety Levels in Grade 11 Students│24
The systematic random sampling technique was used by picking specific class numbers to
choose as respondents for the survey. These were class numbers 3, 5, 7, 13, 17, 21, 23, 30, 34, 36
chosen from rooms 1-9 in the 11th Grade. For the interviews, the purposive non-probability
sampling method was used. The interviewees were chosen by the degree of their math anxiety.
Two interviewees were chosen per track from none, low, moderate, and high levels of math
anxiety.
Survey Questions
The first question included in the survey was “How do you feel about math?” This could
be answered by three choices, which were “I like it”, “I hate it”, and “I have mixed
emotions on it”. This was then preceded by statements that the respondents rated from 1 to
5, where in 5 being the most relatable and 1 being the least relatable. The ten statements
used were the following:
● I cringe when I have to go to math class.
● I am uneasy about going to the board in a math class.
● I am afraid to ask questions in math class.
● I am always worried about being called on in math class.
● I understand math now, but I worry that it’s going to get really difficult soon.
● I tend to zone out in math class.
● I fear math test more than any other kind.
● I don’t know how to study for math tests.
● It’s clear to me in math class, but when I go home it’s like I was never there.
● I’m afraid I won’t be able to keep up with the rest of the class.
Math Anxiety Levels in Grade 11 Students│25
Interview Questions
The following were questions asked:
1. State your name, track; ask them “What do you feel about math?”
2. Do you think that math is needed or can be applied in real life?
3. Depending on the respondents, discuss the statements that were rated with 5’s (for
high levels of math anxiety), 1’s (for no levels of math anxiety), or the
lowest/highest rated statement (for moderate levels of math anxiety).
4. What is your ideal learning environment and style?
5. How did you fare in your math subjects this school year?
6. Where in particular did you experience difficulties? (these include teachers,
lessons, etc.)
7. Who are your teachers and what do you think about their teaching styles?
*the teachers’ names are concealed in the results because the interviewees’
opinions are considered confidential
8. Was there a particular teaching method that your previous/current teachers
employed that you felt was very effective? Why?
Ethical Considerations
The researchers decided to gather a variety of results from the different tracks. The respondents
come from different tracks and specializations. The ABM track is focused with business,
Math Anxiety Levels in Grade 11 Students│26
accountancy, and management. The HUMSS track is focused with social sciences and
humanities. The STEM track is focused with science, math, engineering, and technology. And
the SAD track is focused with sports, arts, and design. They have different views on math based
on their current track and future careers.
CHAPTER 4. RESULTS
Determining Levels of Math Anxiety
Math Anxiety Levels in Grade 11 Students│27
Table 1. Scores and their Corresponding Level of Math Anxiety
RANGE OF SCORES
LEVEL OF MATH ANXIETY
40 - 50
High
30 - 39
Moderate
20 - 29
Low
10 - 19
None
In order to determine the level of math anxiety based on the assessment, Pearson Custom
developed a method that the sum of the scores would determine the level of math anxiety. As
seen in Table 1, there is a corresponding range of scores per level of math anxiety.
Grading System of St. Paul College, Pasig
Table. 2 Levels of Proficiency and their Equivalents
LEVEL OF
DESCRIPTION
PROFICIENCY
Advanced
The student at this level exceeds the
SUB-LEVEL
NUMERICAL
AND CODE
EQUIVALENT
A+
98.00 – 100.00
Math Anxiety Levels in Grade 11 Students│28
core
requirements
in
terms
of
A
95.00 – 97.99
The student at this level has developed
P+
93.00 – 94.99
the fundamental knowledge, skills, and
P
90.00 – 92.99
core understandings, and can transfer
P-
88.00 – 89.99
knowledge, skills, and understandings,
and can transfer them automatically
and
flexibly
through
authentic
performance.
Proficient
them independently through authentic
performance tasks.
Approaching
The student at this level has developed
AP +
86.00 – 87.99
Proficiency
the fundamental knowledge, skills, and
AP
83.00 – 85.99
core understandings and, with little
AP -
81.00 – 82.99
The student at this level possesses the
D+
78.00 – 80.99
minimum knowledge and skills and
D
75.00 – 77.99
B
70.00 – 74.99
guidance from the teacher and/or with
some
assistance
from
peers,
can
transfer these understandings through
authentic performance tasks.
Developing
core understandings, but needs help
throughout
the
performance
of
authentic tasks.
Beginning
The student at this level struggles with
Math Anxiety Levels in Grade 11 Students│29
her understanding; prerequisite and
fundamental knowledge and/or skills
have not been acquired.
Table 3 shows the updated grading system of St. Paul College, Pasig, effective by the start of
school year 2015 - 2016. This table will be the comparative basis on the results yielded from the
interviews since the grades of the interviewees in math was requested.
Summary of Data Gathered from the Surveys
The researchers distributed 90 surveys but only collected, summarized and analyzed 85 of it. The
majority of respondents (73%) from the batch as a whole scored Low to Moderate in the survey,
18% scored High and only 9% scored none. Out of the four tracks, respondents under ABM
reported the lowest for the amount of math anxiety experienced, where out of the 29 respondents,
38% scored Low and 14% had none at all, 38% scored Moderate and 10% scored High. STEM
had the second lowest percentage of students who displayed math anxiety. Out of 18
respondents, 11% scored None, 33% scored Low, 39% had scored Moderate and 17% had scored
High. HUMSS shares a similar average of anxiety levels with STEM. Out of 28, only 7% scored
None, 33% scored Low, 29% scored Moderate and 18% scored High. SAD reported the highest
amount of math anxiety. All 10 respondents had some level of anxiety, where 10% scored Low,
50% scored Moderate and 40% had scored High.
Math Anxiety Levels in Grade 11 Students│30
Figure 1. Perception of Students Towards Math
Figure 1 shows the different perceptions of Batch 2017 towards the subject of math. 1 The Grade
eleven students were given three options to answer as their perception; those are namely hate,
like, or mixed emotions.2 In examining all Senior high tracks, it was seen that the SAD students
hate math the most, while the HUMSS students seem to appreciate math the most. 3 Then the
students of STEM, with ABM close behind, were observed to have mixed emotions towards the
math subject.4 With these findings, it can be concluded that the majority of SAD does not enjoy
math, whereas the opposite goes for the majority of HUMSS. 5 As for STEM and ABM though,
most of them are still contemplating about their love or hate towards math.6
Table 3. Average Scores For the Second Part
Math Anxiety Levels in Grade 11 Students│31
QUESTION #
ABM
HUMSS
STEM
SAD
1
2.66
2.89
2.72
3.50
2
3.03
3.04
3.11
3.90
3
2.62
2.54
3.22
3.70
4
3.10
3.29
3.33
3.80
5
3.03
3.21
3.44
3.40
6
3.00
2.07
2.72
3.40
7
3.14
2.93
2.78
3.40
8
2.72
2.89
2.61
3.30
9
2.93
1.96
2.72
4.10
10
2.83
2.86
3.11
4.00
Figure 2. Average of Scores For the Second Part
Math Anxiety Levels in Grade 11 Students│32
Table 3 and Figure 2 shows the average of scores of each track per question. The first survey
question, I cringe when I have to go to math class.1 Out of the four senior high tracks, SAD was
shown to have strongly agreed with the statement, leading with the highest average score of
3.50.2 Following SAD are HUMSS, STEM, and ABM, with average scores of 2.89, 2.72, and
2.66 respectively.3 These findings overall suggest that students in the track of SAD do not look
forward to attending math class as compared to the students of ABM who do not mind as much.4
The second survey question, I am uneasy about going to the board in a math class. 1 Based on the
data, it is observable that the students of SAD are the ones who feel most uneasy about carrying
out the task, followed by STEM, HUMSS, and ABM. 2 Thus, it can be concluded that the SAD
students are not as confident in their abilities to solve board works in comparison with ABM,
HUMSS, and STEM students.3
The third survey question, I am afraid to ask questions in math class.1 After conducting this
specific question, it was noticed that mainly the SAD students were afraid to ask questions in
math class as compared to STEM, ABM, and HUMSS students. 2 Therefore, it can be said that
SAD students feel uncomfortable in seeking further clarification on math topics much more than
other tracks such as ABM and HUMSS.3
The fourth survey question, I am always worried about being called on in math class. 1 With the
highest average score, SAD can relate most with the given statement more than with STEM,
HUMSS, and ABM.2 This data then implies that SAD students are quite concerned about not
being able to effectively or correctly answer if ever called upon, than
Math Anxiety Levels in Grade 11 Students│33
students of the other different tracks.3
The fifth survey question, I understand math now, but I worry that it’s going to get really
difficult soon.1 Looking at Figure 2, it can be observed that STEM students can connect to that
statement the most, as they have the highest average score of 3.44.2 To follow STEM are SAD,
HUMSS, and ABM with lower average scores of 3.40, 3.21, and 3.03. 3 With these results, it is
suggested that STEM more than any other track feels that they are currently capable of doing
math, but fear that they would not be able to understand the math lessons later on if it gets more
complex.4
The sixth survey question, I tend to zone out in math class.1 In examining the data, it is shown
that mostly SAD students tend to zone out in math class as compared to the students of ABM,
STEM, and especially HUMSS.2 This may indicate that SAD students have a harder time
focusing in math class more than any other track in senior high.3
The seventh survey question, I fear math tests more than any other kind. 1 Out of the four tracks,
SAD is the track who fears math tests the most following with ABM, HUMSS, and STEM. 2 It
can then be inferred that the students of SAD feel uncomfortable in undergoing math periodical
tests much more than the other tracks like STEM.3
The eighth survey question, I don’t know how to study for math tests. 1 Looking at the data, it is
seen that first SAD and then HUMSS students can relate to the situation given in the question or
statement.2 Looking at this, it can be concluded that these two tracks often experience this
situation more than other tracks such as STEM and ABM.3
Math Anxiety Levels in Grade 11 Students│34
The ninth survey question, It’s clear to me in math class, but when I go home it’s like I was
never there.1 With the highest average score, SAD can connect with this statement the most as
compared to ABM, STEM, and HUMSS. 2 This data possibly conveys that the students of SAD
easily forget what happens during their math classes more than their fellow batchmates in the
rest of the senior high tracks.3
The last survey question, I’m afraid I won’t be able to keep up with the rest of the class. 1 In
observing Figure 2, it is evident that SAD strongly agrees with this statement as they have the
highest average score among the four tracks. 2 These findings overall suggest that the students of
SAD, more than any other track, are nervous that they would not be able to catch up with the
pacing of the math subject, and with the learning abilities of each other as well.3
Figure 3. Percentage of Non-existent Math Anxiety Levels within Batch 2017
Math Anxiety Levels in Grade 11 Students│35
Figure 3 refers to the percentage of students in Batch 2017 who do not have any levels of math
anxiety.1 All the senior high tracks, 37% of both STEM and ABM students have no levels of
math anxiety, while HUMSS follows by 25%.2 SAD however, is not considered in the pie chart. 3
Therefore, it can be concluded that both STEM and ABM are not exactly anxious when it comes
to dealing with math.4 However, the same cannot be said for the track of SAD.5
Figure 4. Percentage of Low Math Anxiety Levels within Batch 2017
Figure 4 pertains to the percentage of students in Batch 2017 who have low levels of math
anxiety.1 Right now, 36% of students in HUMSS are experiencing low math anxiety levels the
most following by ABM with 31%, STEM with 25%, and SAD lastly with 8%. 2 Looking at the
Math Anxiety Levels in Grade 11 Students│36
data, it is seen that mainly HUMSS students are living with low math anxiety more than any
other track.3
Figure 5. Percentage of Moderate Math Anxiety Levels within Batch 2017
Figure 5 gives mention to the percentage of students in Batch 2017 who have moderate levels of
math anxiety.1 Examining the pie chart above, it seems that the students of SAD are the ones
experiencing moderate math anxiety the most with the leading percentage of 37%. 2 Then ABM
comes after with 27%, HUMSS with 20%, and finally STEM with 17%. 3 It can then be infe