Chapter I

INTRODUCTION

1.1 Background of the Study

Math anxiety like other phobias is a condition that people deal with daily (William

Sibers, 2015). Math anxiety is commonly defined as a feeling of tension, apprehension, or fear

that interferes with math performance (Ashcraft, 2002, p.181). Pradeep (2006) defined

mathematics anxiety as a state of a sinking feeling, uncertainty and despair at doing and

understanding mathematics.

Many students never really developed a solid foundation in basic mathematics. Because

math is an accumulative discipline, that is complex concepts are built cumulatively on more

simple concepts, a student who has not developed a solid math foundation will have trouble

learning higher order math (Mutodi, 2014). Many students who suffer from mathematics anxiety

have little confidence in their ability to do mathematics and tend to take the minimum number of

required mathematics courses, greatly limiting their career choice career choice options. This is

unfortunate especially as society becomes more reliant on mathematical literacy (Scarpello,

2005)2. Barnes (2006) stated that mathematics anxiety could be caused by a normal by s number

of things; unpleasant past experience with mathematics in the classroom, a parent conveying the

message to their children that mathematics is boring and useless, or from the attitudes of the

teachers themselves.

Mathematics anxiety has negative effects on the students mathematics performance and

self-confidence, and it could begin as early as Grades 3 and 4 (Jackson & Leffingwell, 1999).

Mathematics anxiety can occur in all levels of education from primary school to higher

1
education, and once established, can persist in life, interfering with everyday activities involving

numeracy and further learning of mathematics. It usually comes from negative experiences in

working with teachers, tutors, classmates, parents or siblings (Yenilmez, Girginer, & Uzun,

2007).

Studies have shown that teachers may produce, increase, or reduce mathematics anxiety

among students at all levels of schooling through their attitude and behaviour, teaching methods,

and formal instructions/instructional strategies (Geist, 2010). A number of math anxiety

researchers suggest that some instructional strategies for teaching mathematics and facilitators

training, beliefs are some of the underlying causes of math anxiety (Ashcraft, 2002; and Hellum,

2010). Math anxiety is often due to poor teaching and poor experiences in math that typically

leads to math anxiety (Nebraska MATH, 2012). Russell (2008) viewed math anxiety is an

emotional, rather than an intellectual problem. However, some researchers argue that math

anxiety can interfere with a persons ability to learn math and therefore become an intellectual

problem. Failure experiences in mathematics and fear of future failures were also identified as

the major contributing factors to mathematics anxiety and phobia.

The researchers want to conduct the study in order to contribute in eradicating, if not,

lessening the anxiety that the engineering students experience. Mathematics is an essential factor

in understanding the principles and ideas behind theories and processes in the field of

engineering. The researchers believe that prevention is better than cure, thus, the reason the

researchers wanting to know the causes of mathematical anxiety in order to help prevent this

phenomenon in the early stage of life of not only engineering students, but also the nation as a

whole. Conducting this study can suggest an idea in developing effective techniques in lessening

the effects of anxiety to students.

2
1.2 Statement of the Problem

This study aims to determine the causes of Mathematical anxiety to Engineering students

in Adamson University.

Specifically, this study will deal with the following questions:

1. What are the causes of mathematical anxiety?

2. How does mathematical anxiety affect the mathematics performance of the respondents in

terms of

2.1 Analysis Skills;

2.2 Application Skills?

3. What are the efficient learning strategies to reduce mathematical anxiety as noted by the

respondents?

3
1.3 Objectives of the Study

This study will determine the causes of mathematical anxiety to engineering students in

Adamson University.

Specifically, the objectives of the study are:

To determine the causes of mathematical anxiety to engineering students.

To determine how mathematical anxiety affect the Mathematics performance of the

engineering students in terms of analysis skills and application skills.

To establish the efficient learning strategies to reduce mathematical anxiety as noted by

the students.

4
1.4 Significance of the Study

This part explains clearly why this research beneficial. It also shows the reader what is

important about this study. The study will determine the causes of mathematical anxiety to

engineering students in Adamson University. This study is beneficial to the following:

For the students

The students will benefit from the study since they will know how mathematical anxiety

affects their grades and perception towards Mathematics. They will be able to do something

about it with the help of this study. They will be able to lessen their mathematical anxiety as they

learn about the causes and the proper strategies on how to overcome the said anxiety.

For the professors

The professors will benefit from this study as they learn about the said anxiety and use

appropriate methods so that it will be easier for their students to learn Mathematics. When the

professors are aware of the causes of the problem, they can choose the best strategy to use and

can help their students in overcoming mathematical anxiety.

For the future researchers

Future researchers who will be focusing on the same topic will benefit from this study

because of the information this study provides that may be more helpful as they research about

mathematical anxiety. This study was ensured of accuracy and consistency and therefore will be

of help to the future researchers as reference to the study they are conducting.

5
1.5 Scope and Limitation

This study focused on determining the causes of mathematical anxiety to engineering

students. The respondents were none other than the college of engineering students of Adamson

University. The researchers only selected engineering students in this study since the courses

mainly involves mathematics.

This study will focus on factors affecting mathematical anxiety to engineering students in

Adamson University. In gathering the data, the researchers prepared the survey questionnaires

and were evenly distributed to engineering students within one week inside the school premises.

There are noted strategies by the respondents that can be applied to reduce mathematical anxiety

that will be tackled thoroughly in this study. Aside from the assessment, the study will no longer

provide any information.

6
1.6 Definition of Terms

To clarify and understand better the content of this study, here are the following

operational definitions of the key terms used in the study.

Mathematics the study of the relationship among numbers, shapes and quantities. It uses signs,

symbols, and proofs and includes arithmetic, algebra, calculus, geometry, and trigonometry.

Anxiety nervousness or agitation, often about something that is going to happen

Math anxiety is related to poor math performance on math achievement tests and related to

negative attitudes concerning math.

7
 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter indicates the ideas relevant to the mathematical anxiety of the students

relating to the other studies and were briefly discussed to provide the foundation of the proposed

study. In order to develop a new method and procedures, careful review of literature and studies

must be done for the development of the study.

2.1 Mathematics Anxiety

Mathematics anxiety describes the states of mind developed through personal experience,

and individual emotional responses to these experiences. Negative feelings towards learning

mathematics arise as a consequence of a range of encounters relating to the way mathematics is

presented, taught and learnt by individuals (Green & Allerton, 1999). According to Sheffield and

Hunt (2007), mathematics anxiety in many ways is easy to describe and define. It is the feelings

of anxiety that some individuals experience when facing mathematical problems. Like other

form of anxiety, students may feel their heart beat more quickly or strongly, they may believe

they are not capable of completing mathematical problems, or they may avoid attempting

mathematics courses.

Mathematics anxiety is known as a disabling condition when students struggle with

mathematics. This condition is a specific and real fear of mathematics that causes students to

have an obsessive urge to avoid mathematics completely (Oxford & Vordick, 2006).

Mathematics anxiety can occur in all levels of education from primary school to higher

education, and once established, can persist in life, interfering with every day activities involving

numeracy and further learning of mathematics. Mathematics anxiety usually comes from

8
negative experiences in working with teachers, tutors, classmates, parents or siblings (Yenilmez,

Girginer, & Uzun, 2007).

Many students who suffer from mathematics anxiety have little confidence in their ability

to do mathematics and tend to take the minimum number of required mathematics courses,

greatly limiting their career choice options. This is unfortunate especially as society becomes

more reliant on mathematical literacy (Scarpello, 2005). Barnes (2006) stated that mathematics

anxiety could be caused by a number of things: unpleasant past experiences with mathematics in

the classroom, a parent conveying the message to their children that mathematics is boring and

useless, or from the attitudes of the teachers themselves.

Mathematics anxiety is a problem for many college students, not only those in

developmental mathematics courses. If a technique is found to facilitate the alleviation of

mathematics anxiety for students through improved pedagogies, information, and resources, it

could remedy students mathematics anxiety while helping them acquire the necessary

mathematics skills required for degree completion (Johnson, 2003).

2.2 Factors that Influence Mathematical Anxiety

Mathematics certainly means many things to many people (Marzita binti Puteh, 2002).

Many aspects of daily life require some knowledge of mathematics. Knowledge of mathematics

and the ability to use this knowledge is critical to the pursuit of many existing and newly

emerging occupational fields. Moreover, all undergraduate students are required to take some

level of mathematics. If students suffer from mathematics anxiety, their willingness to enroll and

succeed in mathematics courses diminished (Stubblefield, 2006).

9
 Mathematics anxiety is a problem for many people. It can have detrimental effects for

college students including feelings of nervous tension, fear of rejection, and stress (Truttschel,

2002). According to Perry (2004), much like a novice golfer on the first tee, the mathematics

student can seriously hamper her or his performance by being nervous and insecure toward

mathematics. At the college level, this anxiety is most often seen in mathematics courses

required for nontechnical majors. Most mathematics teachers would agree that mathematics

anxiety stems primarily from students fears of failure and feeling of inadequacy. In most cases,

mathematics anxiety is not extreme or overwhelming, yet it continues to haunt most students

throughout their encounter with mathematics.

Mathematics anxiety also could develop as a result of a students prior negative

experiences learning mathematics in the classroom or at home (Rossnan, 2006). Mathematics

anxiety has been a prevalent concern among educators and others in the society for decades.

Now, with the advent of computer technology, the need for understanding of mathematics is

becoming critical. Teachers can play an important role in reducing the level of mathematics

anxiety among their students (Furner & Berman, 2003). Students tend to have high level of

nervousness, fear, or discomfort toward mathematics, due to their prior experiences with

mathematics teachers and other influential persons (Baylor, Shen, & Warren, 2000).

In academic settings, Mathematics Anxiety affects an individual in school-related

activities like classroom and standardized test taking, resulting in what Ashcraft and Faust (1994)

called global avoidance. In other words, math anxious individuals may avoid any mathematics

courses or subjects involving mathematics. This may mean that math anxious individuals do not

gain competence or mastery of mathematical operations and this may directly influence their

performance in Mathematics (Hembree, 1990). For instance, there are students who study

10
regularly, work hard in the classroom and finish their homework on time but are unable to

present what they know because of their Mathematics anxiety. Some researchers believe that

intrusive thoughts and worries about completing mathematical problems may interfere with

working memory (Ashcraft & Kirk, 2001) and so they lack the ability to excel or perform well.

Parental involvement and a parents role in changing attitudes toward mathematics are

important. Parents need to take a proactive role in the education of their children (Furner &

Berman, 2003). Supportive parents contribute to the success of their children while unsupportive

ones add to the academic problems (Silva, Tadeo, Reyes, & Dadigan, 2006). Parents should talk

with their children about their anxieties. They should discuss the feelings that the child associates

with mathematics and try to pin point when the children started to experience these feelings

(Rossnan, 2006). Oxford and Vordick (2006) stated that there are many more influences that are

believed to help cause mathematics anxiety. The teachers attitude is a major factor since

students do not want to learn a subject that the teacher seems uninterested in or uncomfortable

with. Other issues include impractical applications, high volumes of assigned problems, and

short time spans to complete an assignment. McNaught (2007) indicated that good teachers are

able to create a learning environment in which students have high and positive expectations

about their learning, co-operative behaviour is pronounced, and the culture encourages learning

to occur. Rossnan (2006) suggested that teachers and parents should work together to assure

every students that learning mathematics is important, relevant, and fun so that they can learn the

mathematics skills that they need to succeed

Peer engagement makes a direct contribution to students learning and success. Peer may

provide instrumental aid, by teaching or tutoring their friends, by helping them keep track of

assignments, or by studying together. These supports would make students efforts more

11
effective, in terms of both learning and graded performances on homework, projects, and tests

(Kindermann & Skinner, 2008). Shields (2006) reported that society plays a large role in the

development of mathematics anxiety. For some reason, mathematics seems to be the only subject

which people can express their lack of knowledge and hate for, and still be considered socially

acceptable, normal contributors to society.

2.3 Teaching and Learning Strategies perceived as contributing to and reducing of

Mathematical Anxiety

Most of the students experienced mathematics anxiety when teachers used teaching

strategies such as working in a group in class, having a partner in class and outside of class,

discussing experiences or difficulties related to mathematics with other students from class,

asking questions of the instructor in class, and individually reminding one self of being mentally

capable (Sutter, 2006). Shields (2006) had tested seven teaching strategies in the contribution to

mathematics anxiety. All of them were significantly related with mathematics anxiety. The

strategies were individual competitive mathematics activities, independent mathematics work,

being taught in large and small group, working with a partner in mathematics activities, social

interactions which included talking and discussion in mathematics class and being a member of a

team in competitive mathematics activities. Oxford and Vordick (2006) suggested that there

were many causes of mathematics anxiety and the causes appeared to stem from an instructors

methods of teaching. A teachers inclination to emphasize only one method of solving a

mathematics problem is another likely cause of anxiety.

Barnes (2006) reported that students made several suggestions as to how to reduce

mathematics anxiety. They felt that teachers should teach students study habits, raise students

12
confidence in their mathematical abilities, walk around the classroom to help students and

answer questions, and for teachers to provide more hands on activities during mathematics class.

Besides, students felt that after school tutoring was important in decreasing mathematics anxiety.

They also suggested that students use self-help programs to answer their questions about

mathematics. Relaxing was also a key in decreasing mathematics anxiety. Students felt that

teachers could be doing a lot more in the classroom to decrease mathematics anxiety. According

to study by Iossi (2007), strategies for minimizing anxiety include curricular strategies, such as

retesting, self-paced learning, distance education, single-sex classes, and mathematics anxiety

courses. Then, instructional strategies could also be used such as manipulative, technology, self-

regulation techniques, and communication. In addition, reducing anxiety also included non-

instructional strategies, such as relaxation therapy and psychological treatment.

Teachers can also implement prevention and reduction techniques in class. Some helpful

strategies for teachers to use include presenting clear explanations, reviewing the basics, teaching

critical thinking, exhibiting enthusiasm about the subject, giving feedback and partial credit,

reviewing for exams, and offering alternative testing times (Woodard, 2004). Although solutions

to anxiety are not guaranteed, it may help for teachers to incorporate greater structure into the

lesson plans, and encourage an interactive classroom that will stimulate questions, and where

students will feel comfortable (Oxford & Vordick, 2006).

2.4 Potential Treatments of Mathematics Anxiety

Mathematics has many components and different strategies might be effective with

different components; and that improving attitudes to mathematics means not only reducing

13
anxiety and other negative emotions toward mathematics, but increasing positive emotions

toward mathematics.

Instructing people to reappraise the nature and consequences of mathematics anxiety may

reduce the negative effects, breaking a vicious circle, whereby people feel that their anxiety will

worsen their performance or is a signal of inability to carry out the tasks. Johns et al. (2008) and

Jamieson et al. (2010) found that informing people that arousal could actually improve

performance led to better mathematics performance than in a control condition.

Beilock and colleagues have developed a promising intervention for mathematics anxiety

that amounts to writing out the negative affect and worry (Ramirez and Beilock, 2011; Park et

al., 2014). The researchers drew on previous findings that writing about traumatic and highly

emotional events lowered ruminating behavior in individuals with clinical depression (Smyth,

1998). A possible mechanism for this could be that writing enables a form of reappraisal that

interrogates the need to worry in the first place. This in turn frees working memory resources

consumed by worrying, which can be deployed toward task performance. Ramirez and Beilock

(2011) tested this proposition both in a laboratory environment and also in a high-stakes field

experiment (i.e., an exam). Both the laboratory and field experiments showed that writing about

ones worries before academic performance significantly improved performance compared to a

control condition (e.g., writing about untested exam material). An exam can be stressful for

anyone taking it. Most interesting, therefore, was the finding that 10 min of expressive writing

before an exam was only beneficial for individuals with high test anxiety, compared to control

writing. Individuals with low test anxiety did not experience any particular benefits from

expressive writing. The authors attribute this to the extent to which individuals with high and low

test anxiety differ in worrying about exams. Individuals with lower test anxiety, who presumably

14
worry less, would therefore write about fewer worries during an expressive writing exercise. In

other words, there is simply less worry that needs to be written out for individuals with low

test anxiety, in contrast to individuals with high mathematics anxiety. The potential of this kind

of intervention to facilitate a level playing field during exams is potentially large. Indeed,

students in the expressive condition outperformed those in the control condition by 6%.

In a recent study, Park et al. (2014) explored the influence of expressive writing on the

link between mathematics anxiety and mathematics performance. Parallel to the Ramirez and

Beilock (2011) results, Park et al. (2014) found that expressive writing ameliorated performance

on tasks of modular arithmetic (specially developed working memory-intensive mathematics

problems) in high mathematics anxiety individuals compared to a control writing task. One of

the central tenets of current theories of mathematics anxiety is that the negative emotional state

and associated ruminations absorb working memory resources necessary for task completion.

Expressive writing seems to disrupt the negative emotional cognitions, and allows individuals to

engage with the mathematical tasks rather than the attendant anxiety. Unlike Ramirez and

Beilock (2011), Park et al. (2014) did not test these propositions in the field with an actual

mathematics exam. Therefore, the benefit of expressive writing on mathematics examination

performance remains a presumption in need of verification. However, a note of cautious

optimism is permissible, given both the promising results from the earlier field experiments as

well as evidence of higher performance on working memory-intensive problems reported in Park

et al. (2014). Future research can easily investigate this possibility, as the only requirement is

that proctors instruct students to engage in a writing task 10 min before the start of an exam.

15
 CHAPTER III

METHODOLOGY

This chapter will discuss the research design to be used in the study. The methodology

will also elucidate the sample, sample size, sampling technique, the method of collecting data,

the tools and instruments used, the method of gathering the data, and the statistical treatments

used in interpreting the information to be obtained.

3.1 Research Design

This study used the descriptive method of research. This type of research described the

existence of new facts and meaning. It served to organize the findings in order to fit them with

explanations, and then test or validate those explanations.

The general procedure had the purpose of discovering and describing the causes of

mathematical anxiety to engineering students in Adamson University. Survey method was used

to collect the descriptive data.

3.2 Research Locale

The study was conducted at the Adamson University since the chosen respondents are

enrolled students of the school.

3.3 Respondents of the Study

The respondents of this study were the engineering students in Adamson University.

Engineering students were the most appropriate sample of this study because mathematics is

widely used in their programs. Cluster sampling was used since engineering department was

16
divided into 11 programs and the researchers considered them as clusters. Then, four respondents

per program were chosen randomly as the primary source of data. The computed sample of this

study is 44 based from the Slovins formula that the researchers used.

3.4 Data Collection Instrument

The instrument used for data collection in this study is a questionnaire. The questionnaire

was comprised of rating questions for every purpose. The respondents were asked to judge every

statement along an ordered dimension. 4-point Likert scale was used which has 4-item scale

from strongly disagree to strongly agree. They are represented with numbers 1-4 for every point,

respectively.

3.5 Data Gathering Procedure

In the gathering of data, the researchers prepared readable and presentable questionnaires

for the respondents. The respondents were oriented about the purpose of the study through

attaching a letter of permission for every questionnaire. The letter included the names of the

researchers, the title of the study, the purpose of the study, and the signature of approval of their

adviser. Questions raised, if any, were duly answered. The respondents are to be engineering

students in Adamson University. Four respondents per program were selected randomly among

the corridors and classrooms of Adamson in their vacant periods. They were not given a time

limit in answering the questionnaire. The questionnaire was then retrieved after they have

answered them completely.

17
3.6 Statistical Procedure

The data gathered from the questionnaire were analyzed and interpreted through the

computation of the following:

3.6.1 Slovins Formula

n = + Where: n=Sample Size

N=Population

e = margin of error

3.6.2 Four-point Likert Scale

Verbal Interpretation Value

Strongly Agree 0.01-1.00

Agree 1.01-2.00

Disagree 2.01-3.00

Strongly Disagree 3.01-4.00

3.6.3. Weighted Mean

Weighted mean is similar to an arithmetic mean where each of the data points

contributes more to than others. The notion of weighted mean plays a role in descriptive statistics

and also occurs in a more general form in several other areas of mathematics.

18
 CHAPTER IV

PRESENTATION AND ANALYSIS OF DATA

This chapter presented, analyzed, and interpreted the data which were gathered to

respond accordingly to the identified objective of the study. It was divided into the following

areas of concerned namely, causes of mathematical anxiety, effects of mathematical anxiety to

mathematics performance of the students in terms of analysis and application skills and the

efficient learning strategies to reduce mathematical anxiety as noted by the respondents.

The results of the study were scrutinized, evaluated, assessed and defined in order to

obtain concrete and solid conclusion.

Table 1: Weighted Mean and Percentage Distribution of the Causes of Mathematical

Anxiety

Verbal
SA A D SD Mean Percentage
Interpretation
1. Independent mathematics works
12 22 8 2 2 19.67% A
make me anxious.
2. Talking, discussing, and social
interactions in mathematics class 9 20 12 3 2.2 21.63% A
make me anxious.
3. I worry that I will not be able to do
18 20 4 2 1.77 17.40% A
well on mathematics test.
4. I am anxious when mathematics
10 15 13 6 2.34 23.01% A
professors are lecturing.
5. I worry I will not be able to
20 12 10 2 1.86 18.29% SA
understand mathematics.
TOTAL 10.17 100% A

19
 Table 1 presents the weighted mean and percentage distribution of the causes of

mathematical anxiety. The data reveal that the fourth statement attained the highest weighted

mean of 2.34 or 23.01% which means that the respondents agreed that they are anxious when

mathematics professors are lecturing. Second statement attained a weighted mean of 2.20 or

21.63% which means that the respondents agreed that talking, discussing, and social interactions

in mathematics class make them anxious. First statement attained a weighted mean of 2.00 or

19.67% which means that the respondents agreed that independent mathematics works make

them anxious. Fifth statement attained a weighted mean of 1.86 or 18.29% which means that the

respondents strongly agreed that they worry they will not be able to understand mathematics.

Third statement attained the lowest weighted mean of 1.77 or 17.40% which means that the

respondents agreed that they worry they will not be able to do well on mathematics tests.

This data was supported by the theory proposed by Yenilmez, Girginer and Uzun

(2007), which states that mathematics anxiety of the students comes from negative experiences

in working with teachers, tutors, classmates, parents or siblings. This condition is a specific and

real fear of mathematics that causes students to have an obsessive urge to avoid mathematics

completely. According to Sutter (2006), most of the students experienced mathematics anxiety

when teachers used teaching strategies such as working in a group in class, having a partner in

class and outside of class, discussing experiences or difficulties related to mathematics with other

students from class, asking questions of the instructor in class, and individually reminding one

self of being mentally capable.

20
Table 2: Weighted Mean and Percentage Distribution of Effects of Mathematical Anxiety

to the Mathematics Performance in terms of Analysis Skills

Verbal
SA A D SD Mean Percentage
Interpretation
1. I have difficulty in comprehending
13 24 5 2 1.91 20.94% A
mathematics problems.
2. I get stressed and forget important
procedures in solving mathematics 16 21 5 2 1.84 20.18% A
problems.
3. I am unable to think clearly when
13 15 13 3 2.14 23.46% A
working on mathematics problems.
4. I get stressed during timed
25 13 5 1 1.59 17.43% SA
mathematics exam.
5. I get nervous while taking
22 17 4 1 1.64 17.98% SA
mathematics exam.
TOTAL 9.12 100% A

Table 2 presents the weighted mean and percentage distribution of the effect of

mathematical anxiety to the mathematics performance of the respondents in terms of analysis

skills. The data reveal that the third statement attained the highest weighted mean of 2.14 or

23.46% which means that the respondents agreed that they are unable to think clearly when

working on mathematics problem. First statement attained a weighted mean of 1.91 or 20.94%

which means that the respondents agreed that they have difficulty in comprehending

mathematics problem. Second statement attained a weighted mean of 1.84 or 20.18% which

means that the respondents agreed that they get stressed and forget important procedures in

solving mathematics problems. Fifth statement attained a weighted mean of 1.64 or 17.98%

which means that the respondents strongly agreed that they get nervous while taking

mathematics exam. The fourth statement attained the lowest weighted mean of 1.59 or 17.43%

21
which means that the respondents strongly agreed that they get stressed during timed

mathematics exam.

This data was supported by the theory proposed by Truttshel (2002), which states that

Mathematics anxiety can have detrimental effects for college students including feelings of

nervous tension, fear of rejection, and stress. Students can seriously hamper her or his

performance by being nervous and insecure toward mathematics.

Table 3: Weighted Mean and Percentage Distribution of the Effects of Mathematical

Anxiety to the Mathematics Performance in terms of Application Skills

Verbal
SA A D SD Mean Percentage
Interpretation
1. I give up when I cannot finish
12 19 6 7 2.18 21.04% A
solving mathematical problems.
2. I tend to lose interest whenever I
11 21 8 4 2.11 20.37% A
encounter complicated problems.
3. I cannot solve mathematics
10 19 12 3 2.18 21.04% A
problems without help from others.
4. I have difficulties in constructing
working equations for mathematics 11 21 9 3 2.09 20.17% A
problems.
5. I avoid participating in competitive
18 20 3 3 1.8 17.37% A
mathematics activities in school.
TOTAL 10.36 100% A

Table 3 presents the weighted mean and percentage distribution of the effects of

mathematical anxiety to the mathematics performance of the respondents in terms of application

skills. The data reveal that the first and third statement attained the highest weighted mean of

2.18 or 21.04% which means that the respondents agreed that they give up when they cannot

finish solving mathematical problems and they cannot solve mathematics problems without the

22
help from others. Second statement attained a weighted mean of 2.11 or 20.37% which means

that the respondent agreed that they tend to lose interest whenever they encounter complicated

problems. Fourth statement attained a weighted mean of 2.09 or 20.17% which means that the

respondents agreed that they have difficulties in constructing working equations for mathematics

problems. Fifth statement attained the lowest weighted mean of 1.80 or 17.37% which means

that the respondents agreed that they avoid participating in competitive mathematics activities in

school.

This data was supported by the theory entitled Global Avoidance proposed by Ashcraft

and Faust (1994), which states that mathematics anxiety affects an individual in school-related

activities like classroom and standardized test taking. This mean that math anxious individuals

do not gain competence or mastery of mathematical operations and this may directly influence

their performance in Mathematics.

Table 4: Weighted Mean and Percentage Distribution of the Efficient Learning Strategies

to Reduce Mathematical Anxiety

Verbal
SA A D SD Mean Percentage
Interpretation
1. Getting help from a tutor reduces
18 13 11 2 1.93 20.82% SA
my mathematical anxiety.
2. Working with peer support groups
18 21 5 0 1.7 18.34% A
reduces my mathematical anxiety.
3. Making extra study time helps
18 21 3 2 1.75 18.88% A
reduce my mathematics anxiety.
4. Asking questions in class helps
17 19 4 4 1.89 20.39% A
reduce my mathematics anxiety.
5. Engaging to difficult mathematics
12 23 6 3 2 21.57% A
related activities.
TOTAL 9.27 100% A

23
 Table 4 presents the weighted mean and percentage distribution of the efficient learning

strategies to reduce mathematical anxiety as noted by the respondents. The data reveal that the

fifth statement attained the highest weighted mean of 2.00 or 21.57% which means that the

respondents agreed that engaging to difficult mathematics related activities reduces their

mathematical anxiety. First statement attained a weighted mean of 1.93 or 20.82% which means

that the respondents agreed that getting help from a tutor reduces their mathematical anxiety.

Fourth statement attained a weighted mean of 1.89 or 20.39% which means that the respondents

agreed that asking questions in class helps reduce their mathematics anxiety. Third statement

attained a weighted mean of 1.75 or 18.88% which means that the respondents agreed that

making extra study time helps reduce their mathematics anxiety. Second statement attained the

lowest weighted mean of 1.70 or 18.34% which means that the respondents agreed that working

with peer support groups reduces their mathematical anxiety.

This data was supported by the study proposed by Iossi (2007), which states that

strategies for minimizing anxiety include curricular strategies, such as retesting and self-paced

learning. Then, instructional strategies could also be used such as manipulative, technology, self-

regulation techniques and communication.

24
 CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

This chapter draws together all the findings of the study and summarized answers to

specific questions that were posted as objectives of the study and suggested direction for future

researchers.

Conclusions

The study concludes that:

A huge number of engineering students in Adamson University experienced

mathematical anxiety. This mathematical anxiety was caused by the way their

mathematics professors lecture. Another cause was brought by mathematics-related

academic activities such as homeworks, seatworks, and examinations.

Mathematical anxiety affects Engineering students in Adamson University's analysis

skills. Their mathematical anxiety affects the way they deal with mathematical problems

and their performance in mathematics subjects.

Mathematical Anxiety affects Engineering Students in Adamson University's application

skills. Their mathematical anxiety affects their attitude towards mathematics-related

subjects and problems involving mathematics.

Mathematical Anxiety is curable with proper guidance and help from parents, professors,

peers, and the students themselves. Some effective strategies are:

o Having mathematics tutorials from knowledgeable people.

o Actively participating in classroom discussions and mathematical activities.

25
 o Having an engaging peer support groups.

Recommendations

This study recommends the following:

Students should actively participate in classroom discussion and activities. Engaging in

classroom activities helps boost the confidence of the students and improve their

comprehension to the subject. Students should also practice a little math each day for

further learning. Getting help from friends, professors, and knowledgeable people

regarding the topics the students struggle with will also be a huge step in reducing math

anxiety.

Professors should encourage their students in class to ask questions and motivate their

students in participating more in mathematics class. Professors should always welcome

queries from students regarding the topics they are having trouble with.

Parents should put attention in their childrens academic life and support them in their

academic endeavors. Support from parents is a huge factor in boosting the confidence of

the students. This will also motivate the students to perform better in academics.

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 CHAPTER VI

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Furner, J. & Marinas, C. (2016). Mathematics Anxiety in Society: A Real Phenomena and a Real
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Mutodi, P. & Ngirande, H. (2014). Exploring Mathematics Anxiety: Mathematics Students

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Shaikh, A. (2013). Mathematics Anxiety Factors and Their Influence on Performance in

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