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University of Perpetual Help System Laguna – JONELTA

Minante Uno, Cauayan City, Isabela
College of Arts and Education

CHAPTER I
The Problem and Its Setting

Introduction

The global outbreak of the Corona-Virus Disease 2019 (CoVid-19) has greatly

affected the world particularly the field of education. As pandemic outbreak decreases, it

marked as the beginning of the post-pandemic era (Raimi & Kah, 2022). The sudden

transition has presented new challenges for students in the post-pandemic, including an

increased prevalence of anxiety in education particularly in subjects such as Mathematics.

Mathematics anxiety is a common phenomenon that affects many students, hindering their

academic achievement and negatively impacting their attitudes towards mathematics. Thus,

this study will give a greater knowledge of the diverse effects of math anxiety on students'

academic achievement as a crucial component in boosting their mathematical learning in the

post-pandemic educational environment.

It has been widely recognized that math learning is influenced by emotional factors,

such as math anxiety. Bekdemir (2019) defined mathematics anxiety as an irrational

sensation of panic, worry, tension, and discomfort that obstructs learning, achievement, and

success about mathematics. Moreover, the Organization for Economic Cooperation and

Development (OECD, 2018) also stated that 31% of 15-year-old students reported to feel

powerless or nervous when engaging with math tasks. Considering how the COVID-19

pandemic has impacted the global educational system, this might be a highly concerning

situation today since most of the students are unable to cope up with mathematics easily.
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University of Perpetual Help System Laguna – JONELTA
Minante Uno, Cauayan City, Isabela
College of Arts and Education

The aftermath of the COVID-19 pandemic has altered students' typical educational

experiences and even introduced challenges that might increase their fear about mathematics.

Regarding mathematics, students faced a significant shift in the way mathematics was taught

since subjects were frequently delivered online using various platforms and applications

(Borba, 2021; Drijvers et al., 2021; Mailizar et al., 2020). According to the research by Basar

et al. (2021), there are a number of things that may make students more anxious when

learning mathematics, including a lack of in-person support, less possibilities for

cooperation, and technological difficulties. Additionally, Doz & Doz (2023) discovered that

every mathematics teacher's instructional strategies and teaching methods in their classes had

an impact on the anxiety of their students. In accordance with other studies, students'

apprehension about mathematics both before and after the transition was caused by

communication issues with the teachers as well as by the quality and accessibility of

technology (Lanius et al. 2022).

Along with these findings, it can be noted that mathematics anxiety is one of the

emotional factors that harms students' academic achievement. In fact, it has been found that

students' performance in mathematics is significantly impacted by mathematics anxiety.

Numerous studies have documented the negative impact of mathematics anxiety on students'

academic performance, especially in middle and high school students. Ivkovi et al. (2022)

claimed that high levels of mathematics anxiety affect high school pupils' mathematics

achievement regardless of their actual mathematics proficiency. Nevertheless, Andrew &

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Minante Uno, Cauayan City, Isabela
College of Arts and Education

Brown (2018) found out that there is a negative relationship between mathematics anxiety

and math performance of the students.

Although some studies have already reported various findings regarding the

mathematics anxiety and students achievement before and during the pandemic, the literature

is still scarce from the post-pandemic perspective. In this regards, the purpose of the present

study is to identify the mathematics anxiety and students’ achievement in the post-pandemic

and to determine whether these identified findings were also observed in the students in a

local place in the Philippines. Nevertheless, this will served as additional information

regarding the anxiety and the student’s achievement, especially in the field of mathematics.

Conceptual Framework

The COVID-19 pandemic had a significant influence on the global education system,

compelling instructors and students to adopt distant learning modality. These modifications

to the teaching strategies may have had an impact on students' attitudes and feelings toward

subjects like mathematics.

Profile of the Respondents in Mathematics Anxiety in terms of:

terms of:
a. teachers’ factor;
a. Sex; b. students’ perception
b. All Grade 11; towards Math;
c. Strand; and c. Students’ Behavior/
d. Previous school attitude towards
(private or public) mathematics; and
d. students’ experiences in
attending math class
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Minante Uno, Cauayan City, Isabela
College of Arts and Education

Student Achievement
a. GWA

Figure 1. Conceptual Framework of the Study

Figure 1. illustrates the different variables of the present study. It can be seen above

the different needed data to answer the different statements of the problem. On the other

hand, the line between the each variables signifies the process of determining the significant

difference between the profile of the respondents and mathematics anxiety, together with

relationship between the mathematics anxiety and student achievement of the students in

mathematics.

Statement of the Problem

This study aims to investigate the effects of mathematics anxiety on students’

achievement in the post-pandemic educational environment. Specifically, the study aims to

answer the following simple questions:

1. What is the profile of the respondents in terms of:

1.1 Sex;

1.2 Strand; and

1.3 Previous School

2. What is the student achievement of the respondents in the General Mathematics

subject?
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Minante Uno, Cauayan City, Isabela
College of Arts and Education

3. What is the level of the mathematics anxiety of the Grade 11 students in the post-

pandemic educational environment in terms of :

3.1 teachers’ factor;

3.2 students’ perception towards Math;

3.3 Students’ Behavior/ attitude towards mathematics; and

3.4 students’ experiences in attending math class?

4. What is the significant difference between the levels of mathematics anxieties of the

respondents when grouped according to profile?

5. What is the relationship between the level of mathematics anxiety of the respondents

and their academic achievement in General Mathematics subject?

Hypothesis of the Study

The following null hypothesis will be tested in the study:

1. There is no significant difference between the levels of mathematics anxieties of the

respondents when grouped according to profile.

2. There is no significant relationship between the level of mathematics anxiety of the

respondents and their academic achievement.

Significance of the Study

The sudden outbreak of the pandemic has shaken the foundations of the education

system. Due to the transitional shift in instruction, students have experience difficulties in

coping with their studies particularly in subjects such as mathematics. In this regard, the

study provided essential knowledge about the mathematics anxiety and its significant effect
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Minante Uno, Cauayan City, Isabela
College of Arts and Education

on the students’ achievement in the post-pandemic. The researchers also perceived the study

to be beneficial for the following:

Students. The study can help students to understand the nature of mathematics anxiety and

its effects on their learning. The study can also help students to identify strategies for coping

with mathematics anxiety and improving their performance in mathematics.

Teachers. The study can help teachers to understand the impact of mathematics anxiety on

their students' learning. The study can also help teachers to develop strategies for supporting

students with mathematics anxiety.

Parents. The study can help parents to understand the nature of mathematics anxiety and its

effects on their children's learning. The study can also help parents to support their children

in coping with mathematics anxiety and improving their performance in mathematics.

School. The recent study can assist educational institutions in creating guidelines and

initiatives to assist students who struggle with mathematics anxiety. A more encouraging and

inclusive learning atmosphere that welcomes all students may be established in schools with

the aid of this study.

Future Researchers. The findings of the study may serve as reference material and a guide

to be reviewed by those researchers who wish to conduct or investigate the same study or

any study related to mathematics anxiety and its effect on students’ achievement in the post-

pandemic.
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Minante Uno, Cauayan City, Isabela
College of Arts and Education

Guidance Counselor. The study can broaden the knowledge of the guidance counselor to

provide individualized support and interventions to students who are experiencing

mathematics anxiety and how to overcome it.

Scope and Delimitation

This study focused on the relationship between mathematics anxiety and academic

achievement in the post-pandemic educational environment. The researchers delimited the

study to the Grade 11 senior high school students of the University of Perpetual Help System

Laguna-Isabela Campus, from all strands such as ABM, STEM, HUMSS, and TVL,

particularly their general mathematics subject. To determine the respondents for each strand,

the researchers will be utilizing the stratified random sampling method to avoid any bias and

give every student an equal chance of being selected. In addition, this study is expected to

contribute to the understanding of the relationship between mathematics anxiety and student

achievement in senior high school in the post-pandemic educational environment. Thus, the

findings of the study will be a good contribution to the institution in developing

interventions to help students overcome mathematics anxiety and improve their achievement

in mathematics.

Definition of Terms

For a better understanding of the discussions of this paper, the following terms are

defined conceptually and operationally:

Attitudes towards mathematics. It pertains to the student’s way of thinking, feeling or

behavior when faced with mathematical task.

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University of Perpetual Help System Laguna – JONELTA
Minante Uno, Cauayan City, Isabela
College of Arts and Education

Mathematics anxiety. It refers to the fear, tension, and discomfort experienced by students

when engaging with mathematical tasks (Doz & Doz, 2023).

Post-pandemic educational environment. It refers to the educational landscape after the

COVID-19 pandemic. This environment is characterized by a number of challenges,

including disruptions to education, increased levels of anxiety and stress, and learning gaps.

Senior high school. It is a level of education that includes grade 11 students as the

respondents of the study.

Student achievement. It refers to the student’s performance in general mathematics class. It

is also the respondents’ midterm grade in General Mathematics subject for the Academic

Year 2023-2024.

Student’s Behavior. It is a reaction or action that encompasses how a student behave during

General Mathematics subject.

Student’s Performance. It is defined as the academic performance of the students

Student’s Experiences. It pertains to the mathematical experiences of the students in

dealing with mathematics subject.

Teacher’s Factor. The sum of all the several things that influence the teacher in the

performance of his teaching to the learners.

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University of Perpetual Help System Laguna – JONELTA
Minante Uno, Cauayan City, Isabela
College of Arts and Education

CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES

This chapter reviewed literature related to the study to enable the researchers to

support the findings. Related studies were reviewed through the use of secondary sources

such as online journals, dissertations, and articles based on the objectives of the study.

Foreign Literature

The COVID-19 pandemic has had a significant impact on education worldwide,

leading to a rapid shift towards online and remote learning. As pandemic outbreak decreases,

it marked as the beginning of the post-pandemic era (Raimi & Kah, 2022). Many students

have experienced disruptions to their learning, such as school closures and remote learning.

This transition has presented new challenges for students, including an increased prevalence

of mathematics anxiety in the post-pandemic educational environment. Mathematics anxiety

refers to the fear, tension, and discomfort experienced by students when engaging with

mathematical tasks (Doz & Doz, 2023). It is also characterized by feelings of fear, worry,

and apprehension towards mathematics. Mathematics anxiety can manifest itself in a variety

of ways, such as difficulty concentrating, physical symptoms such as headaches or nausea,

and avoidance of mathematics tasks (Luttenberger et al., 2018). In this regards, mathematics

anxiety (MA) can have a negative impact on student achievement.

According to the study of Doz and Doz (2022) found that high-MA students

reported a significant reduction in their MA during distance learning. However, middle- and

low-MA individuals did not exhibit any change. These findings suggest that the teaching and
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Minante Uno, Cauayan City, Isabela
College of Arts and Education

learning method adopted during the COVID-19 pandemic may have had a beneficial effect

in reducing the feelings of worry and anxiety only in those students who are extremely

anxious about math learning and math evaluation. Another study by Ulfah et al. (2023)

found that students' learning outcomes tend to decrease when anxious. This suggests that the

increased levels of anxiety that many students experienced during the COVID-19 pandemic

may have had a negative impact on their mathematics achievement.

Based from the study of Zhang et al. (2019), students with high levels of

mathematics anxiety tend to perform worse in mathematics than students with low levels of

mathematics anxiety since it can interfere the student's ability to learn and process

mathematical information. Furthermore, OECD (2019) found that students in countries with

high levels of mathematics anxiety tend to perform poorly on international mathematics

assessments. These studies has shown that mathematics anxiety is a significant predictor of

student achievement in mathematics

Pirrone et al, (2022) enumerated some indicators of higher-math-anxious students

such as increased heart rates, and clammy hands when students face an upcoming

mathematical task. In addition, Ramirez et al. (2018) stated in their study that neural

activations similar to those found when individuals experience physical pain and impairment

to properly function the working memory as well as in involving more complex calculations

such as multistep mathematical problems.

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Minante Uno, Cauayan City, Isabela
College of Arts and Education

Villamizar et al. (2020) discovered that there is a negative correlation between a

student's academic performance and mathematical anxiety. Specifically, their findings

indicated that higher anxiety levels were associated with lower academic performance.

Additionally, Andrew & Brown (2018) found a negative correlation between students' math

performance and their anxiety related to mathematics. Math anxiety is also a major predictor

of math achievement in students of all ages, according to research by Rozgonjuk et al.

(2020). This resulted in Ramirez et al. (2016) finding that students' aversion to mathematics

is a barrier to their future preferences.

Local Literature

Capuno et al. (2019) found that mathematics is one of the most challenging subjects

for Filipino students. With the sudden effect of the COVID-19 pandemic, the Philippine

Association of Mathematics Teachers (2021) found that the COVID-19 pandemic has

exacerbated the problem of mathematics anxiety in Filipino junior high school students.

Moreover, a study by Dela Cruz and Dela Cruz (2018) found that mathematics

anxiety is a common problem among Filipino junior high school students which negatively

correlated with mathematics achievement. Another study by Reyes (2020) found that the

COVID-19 pandemic has had a negative impact on the mathematics achievement of Filipino

junior high school students which became a significant predictor of mathematics

achievement during the pandemic. These studies on mathematics anxiety was conducted in

the Philippines.
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Minante Uno, Cauayan City, Isabela
College of Arts and Education

In line with these findings, Delgado & Kassim (2019) also reported that the anxiety

of the students in Zamboanga City, Philippines towards Mathematics is characterized as

‘moderate anxiety'. The researchers also added that there is a gender difference in the

mathematics anxiety of the female students having a higher one. However, the established

difference is not statistically significant. Similar findings were also observed from the study

of Villarta et al. (2022) which states that Grade VII students' mathematics anxiety is

"moderate," and their mathematics performance is "very good." Moreover, the statistical

analysis of the study also showed that there was no significant relationship between COVID-

19 and Math anxiety to the Mathematics Performance of the Grade VII section Gold

Students of MSU-BUUG Laboratory High School.

Furthermore, Gonzalez et al. (2020) found that mathematics anxiety is a significant

predictor of mathematics achievement in Filipino junior high school students. Similar

findings were observed in the study of Bernardo et al. (2022) who found out that

mathematics anxiety is negatively correlated with mathematics performance on standardized

tests in Filipino junior high school students. Mathematics anxiety was also considered as a

barrier to Filipino junior high school students who are pursuing careers in mathematics and

science (Reyes, 2019). In addition, students with high mathematics anxiety feelings

demonstrated lower mathematics performance when compared to students who had low

mathematics anxiety feelings (Ramirez et al., 2018).

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Minante Uno, Cauayan City, Isabela
College of Arts and Education

Foreign Studies

Mathematics anxiety refers to the feelings of fear, tension, and apprehension upon

exposure to math-related materials during learning and assessment. According to Barroso et

al. (2021), a small to moderate negative correlation between math anxiety and math

achievement. However, Abin et al. (2020) contradicted other studies with the result of their

study that math anxiety was not a predictor of math achievement. Wang et al. (2018) found

that high exam math anxiety was present in students with all levels of math motivation (high,

median, and low), whereas higher learning math anxiety was generally associated with lower

math motivation. Accordingly, Wang et al. (2018) suggested that highly math-anxious

students are not always unmotivated in math.

A study by Doz and Doz (2022) found that high-MA students reported a significant

reduction of their mathematics anxiety during COVID-19 distance learning, whereas middle-

and low-MA individuals did not exhibit any change. This suggests that the teaching and

learning method adopted during the COVID-19 pandemic had a beneficial effect in reducing

the feelings of worry and anxiety only in those students who are extremely anxious about

math learning and math evaluation.

Demanet & Van Houtte (2018) found that teachers are one of the things that

contribute to their students’ anxiety in mathematics. It has been observed in their study that

when teachers behave badly toward their pupils, there is a strong likelihood that the students

will act badly against the teacher in retaliation. In this regard, Leedy, LaLonde, & Runk
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College of Arts and Education

(2017), stated in their study that teachers must be aware of the various demands of their

pupils since every child learns in a unique way.

Lee and Lee (2021) revealed that students' perceptions of mathematics as a difficult

and uninteresting subject were intensified in the post-pandemic context, contributing to

increased levels of math anxiety. Smith et al. (2020) found that students reported increased

levels of math anxiety and decreased self-confidence in their mathematical abilities during

the transition to remote learning.

Local Studies

In a recent study conducted by Manalo and Ramos (2022), they found out that the

COVID-19 pandemic had a negative impact on the mathematics anxiety and academic

achievement of junior high school students in the Philippines. This suggests that the

pandemic has exacerbated the problem of mathematics anxiety in Filipino students. In

addition, Del Rosario and Del Rosario (2020) also reported that mathematics anxiety is a

significant predictor of student achievement in mathematics in the Philippines which

suggests that mathematics anxiety has a negative impact on student achievement in

mathematics.

Based from the study of Espino et al. (2018), students’ perception towards

mathematics really contributes to the anxiety of the students. According to them, students'

lack of confidence led them to believe that they are incapable of completing any math-

related tasks. Furthermore, the pupils' opinions and views about mathematics can also be

influenced by the people and their suroundings.

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University of Perpetual Help System Laguna – JONELTA
Minante Uno, Cauayan City, Isabela
College of Arts and Education

A study by Cruz and Reyes (2021) found that a cognitive-behavioral intervention

was effective in reducing mathematics anxiety and improving the academic achievement of

junior high school students in the Philippines. This suggests that cognitive-behavioral

interventions may be an effective way to address mathematics anxiety in Filipino students.

Another study by Braza and Supapo (2021) found that students who were exposed to a

reciprocal learning environment (RLE) had lower levels of mathematics anxiety and

comparable academic achievement to those who were exposed to a non-reciprocal learning

environment (non-RLE). This suggests that RLE may be an effective way to reduce

mathematics anxiety and improve student achievement.

Synthesis of the Study

The literature and studies reviewed were found to have a bearing on the present

study. They served as bases for conceptualizing the study’s research problem, design, and

methodology.

The above collection of both foreign and local studies provides information to the

analysis of the learning experience in mathemathics of the students during the post

pandemic. According to Ferrareno et al, (2021) schools have embraced e-learning to let

students to continue their education in the post-pandemic. It was discovered that students

face a variety of challenges when learning Mathematics, including distractions during online

classes, isolated students who are treated unequally, ignorance and unfamiliarity with

technology and software such as Google Meet and Zoom, unstable connections and gadgets,

the difficulty of Mathematics as a subject, and Mathematics anxiety.

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University of Perpetual Help System Laguna – JONELTA
Minante Uno, Cauayan City, Isabela
College of Arts and Education

Indeed, these related studies are considered for analyzing as it goes along to the

conduct of this study. Considering all these findings would be a great help to finish and

improve more the methods for discovery leading with its objective. This study focused on

Grade 11 Senior High School students' challenges in learning mathematics which greatly

affect their perceptions and attitudes towards mathematics anxiety. Hence, this is a serious

issue that needs to be seen in the situation of Senior High School Students of University of

Perpetual Help System Laguna- Isabela Campus.

Gap the Bridge to Present Study

Several studies have already presented a variety of findings regarding mathematics

anxiety and student success both before and during the pandemic, however, there is limited

of studies regarding the post-pandemic. In this regard, the goal of the current study is to

pinpoint mathematical anxiety and student achievement in the wake of the pandemic and to

ascertain if the findings of the other researchers are also observed to students in a local

setting in the Philippines.

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University of Perpetual Help System Laguna – JONELTA
Minante Uno, Cauayan City, Isabela
College of Arts and Education

CHAPTER III
Research Methodology

This chapter presents the methodology that will be used in conducting the study. It

includes the research design, population of the study, the locale of the study, instrument and

validation, data gathering procedure, and statistical treatment of the study.

Research Design

This study will employ the descriptive-correlational design of research. Since the

present investigation will determine the mathematics anxiety of the students, a descriptive

method is appropriate for the collection of qualitative data to be analyze in various

quantitative procedures. Furthermore, the researchers will also use correlational design to

investigate the relationship between mathematics anxiety and student achievement in the

post-pandemic educational environment. This design would entail gathering data through a

survey or online questionnaire from a large sample of students in order to measure the

mathematics anxiety, student achievement, and other pertinent factors including

demographics, and prior math achievement of the students in the post-pandemic. Once the

data is gathered, it could be analyzed using statistical methods to test whether there is a
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University of Perpetual Help System Laguna – JONELTA
Minante Uno, Cauayan City, Isabela
College of Arts and Education

significant relationship between mathematics anxiety and student achievement, and to

identify other factors that may influence the relationship.

Locale of the study

The study was conducted at the University of Perpetual Help System Laguna-Isabela

Campus Senior High School Department, Minante Uno, Cauayan City, Isabela. Since this

school offers programs ranging from kindergarten to college level, it is more convenient for

the researchers to administer the study in the mentioned school to further provide relevant

data. Hence, the researchers will continue to respect the respondents' right to the privacy of

their data in order to safeguard their responses and maintain their anonymity.

Figure 2. Locale of the Study

Population of the Study

The researchers was considered Grade 11 Senior High School students of the

University of Perpetual Help System – Isabela Campus with the following strand: ABM

(Accountancy, Business and Management), STEM (Science, Technology, Engineering, and

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Mathematics), HUMSS (Humanities and Social Sciences) and TVL (Technical Vocational

Livelihood Strand) with the total population of 129 students to take a special role in the

undertaken study. However, Krenjie and Morgan’s table will be used in identifying the total

sample size of the study, while proportional stratified random sampling technique will be

utilized to randomly select the participants in each strand. This process of selecting the

respondents of the study will avoid any bias and give every student an equal chance of being

selected. Thus, the sample size for the study will be out 91of the total 129 respondents. The

table below shows the specific sample size for each strand:

Strand Population Size Sample Size

TVL 19 13

HUMSS 25 18

ABM 17 12

STEM B 34 24

STEM C 34 24

Research Instrument and Validation

The researchers was utilized a survey questionnaire as an instrument adapted from

the study of Espino et al. (2017) with a study entitled, “Mathematics Anxiety And Its Impact

On The Course And Career Choice Of Grade 11 Students”. The questionnaire consists of

three parts: the demographic background of the respondents, academic achievement of the

respondents, and mathematics anxiety of the students in the post-pandemic.

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College of Arts and Education

The first part is composed of the demographic background of the respondents which

includes the gender, strand, and previous school. On the other hand, the second part of the

questionnaire comprises the academic achievement of the students in the post-pandemic. The

third part of the questionnaire is consists of closed-ended questions based on the study of

Espino et al. (2018) with the combination of four-point Likert scale that ranges from 4 =

Strongly Agree, 3 = Agree, 2 = Disagree, 1 = Strongly Disagree. This process will determine

the mathematics anxiety of the Grade 11 senior high school students.

The adapted questionnaire of the study of Espino which entitled "Mathematics

Anxiety and It's impact on the Course and Career Choice Of Grade 11 Students" at

University of Batangas Lipa City, Batangas was done conducted to Grade 11 students in this

academic strand Accountancy Business and Management (ABM), Humanities and Social

Sciences (HUMSS), Science Technology Engineering and Mathematics (STEM. It is

underwent pilot testing which has a Cronbach’s Alpha of 0.86 which was greater than the

minimum standard of Cronbach’s Alpha of at least 0.70. This means that the items are

acceptable and it can be considered as an instrument for the respondents. Therefore, the

research instrument is reliable for the ongoing study.

Data Gathering Procedure

The researchers was seeked an approval letter to OSD through the Principal of the

Senior High School Department to administer the investigation to the chosen respondents

of the study at the University of Perpetual Help System Laguna-Isabela Campus. Before
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College of Arts and Education

administering the questionnaire, the researchers clarify some concepts regarding the study so

that they could complete the questionnaires and be fully aware of their special role in the on-

going study. Prior to their signing of permission form, the researchers explained to them that

their participation will be free of charge, and their names and responses to the questionnaire

will be kept private. Nevertheless, the researchers was utilized paper and pencil in

administering the questionnaires to collect the responses of the respondents easier and to

avoid any distractions during their class hours.

Statistical Treatment

After collecting all the data, the researchers will tally and tabulate the data in order to

answer the problem of the study, and the following statistical tools will be utilized:

1. Frequency and Percent. The frequency will be used to determine the number of the

respondents who will respond to the survey questionnaire. The demographic profile

of the participants will be determined using the formula of percentage.

2. Mean. This test will be used to describe the academic achievement of the students in

their General Mathematics subject during the post-pandemic.

3. Weighted Mean. These tests will be used to describe the mathematics anxiety of

respondents in the post-pandemic.

4. ANOVA. This statistical treatment will be used to identify the significant difference

between the levels of mathematics anxiety of the respondents when grouped

according to profile.
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Minante Uno, Cauayan City, Isabela
College of Arts and Education

5. Pearson product-moment correlation coefficient. This will be utilized to

determine the significant relationship between the mathematics anxiety and the

student’s achievement in the post-pandemic at a 0.05 level of significance.

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University of Perpetual Help System Laguna – JONELTA
Minante Uno, Cauayan City, Isabela
College of Arts and Education

CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter aims to provide a comprehensive understanding of the relationship

between mathematics anxiety and academic performance among students in the context

of the post-pandemic educational landscape. It will explore how the challenges posed

by the post-pandemic educational setting may have influenced the dynamics of

mathematics anxiety and its subsequent effects on students' achievements . It aims to

offer valuable insights into the complex interplay between mathematics anxiety and

academic outcomes, contributing to a broader understanding of the challenges students

face in the evolving educational landscape post-pandemic.

The expected number of responses was 129, however, only 91 students were

able to take the survey and test. The tables that follow display the survey's findings.

Table 1
Profile of the Respondents
Frequency Percent
Sub-variables
Profile (n = 91) (100)
Sex
Male 32 35.2%
Female 59 64.8%
Strand
ABM 12 13.2%
TVL 13 14.2%
HUMSS 18 19.8%
STEM B 24 26.4%
STEM C 24 26.4%
Previous School
Private 48 52.7%
Public 43 47.3%
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College of Arts and Education

The data presented in Table 1 shows a comprehensive profile of 91 respondents. The

gender distribution reveals a majority of female respondents at 64.8%, compared to 35.2%

male respondents. Further, the breakdown of respondents by academic strands illustrates the

diversity within the sample. STEM B and STEM C are the most dominant strands, each

accounting for 26.4%, followed by HUMSS at 19.8%, TVL at 14.2%, and ABM at 13.2%.

Additionally, the classification based on previous school type highlights the varied

educational backgrounds of the respondents. Approximately 52.7% of the sample attended

private schools, while 47.3% came from public schools.

Table 2
Frequency and Descriptive Ratings of the Respondents’ Academic Performance in
General Mathematics
Frequency
Grading Scale Descriptive Rating
n = 91
90-100 24 Outstanding
85-89 47 Very Satisfactory
80-84 18 Satisfactory
75-79 2 Fairly Satisfactory

Table 2 reveals the academic performance in General Mathematics among 91

respondents, employing a grading scale and corresponding descriptive ratings. Notably, a

substantial majority of the respondents demonstrated high proficiency, with 26.4% earning

an "Outstanding" rating for scores in the 90-100 range and 51.6% achieving a "Very

Satisfactory" rating in the 85-89 range. The distribution indicates a decreasing trend in lower

grade ranges, with 19.8% falling into the "Satisfactory" category (80-84) and only 2.2% in

the "Fairly Satisfactory" range (75-79). The occurrence of higher grades suggests an overall
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College of Arts and Education

commendable academic performance in General Mathematics among the surveyed

respondents.

Table 3.1
Descriptive Statistics and Rating of the Respondents' Level of Mathematics Anxiety in
the Post-Pandemic Educational Environment in terms of Teacher's Factor

Mea Descriptive
Statement
n Rating
1. The teacher may have unrealistic expectations of his
2.09 Disagree
students.
2. The teacher assigns mathematics problems as punishment
2.04 Disagree
for misbehavior.
3. The teacher makes students feels helpless in trying to
2.03 Disagree
understand the concepts.
4. The teacher gives written work every day. 2.0 Disagree
5. The teacher becomes angry or frustrated when his class
1.95 Disagree
does not understand the problem.
6. The teacher pressures students to perform well in the
1.87 Disagree
subject.
7. The teacher promotes fear for students to perform in
1.82 Disagree
class.
Grand Mean 1.97 Disagree

Table 3.1 presents the descriptive statistics and ratings regarding the respondents'

level of mathematics anxiety in the post-pandemic educational environment, specifically

focusing on the teacher's factors. The mean values and descriptive ratings for each statement

reveal a consistent trend of disagreement among the 91 respondents.

The data indicates that the respondents generally disagree with statements reflecting

negative teacher behaviors. For instance, the statement "The teacher may have unrealistic
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College of Arts and Education

expectations of his students" has a mean of 2.09, with a corresponding "Disagree" rating.

Similarly, statements such as "The teacher assigns mathematics problems as punishment for

misbehavior" (mean of 2.04), "The teacher makes students feel helpless in trying to

understand the concepts" (mean of 2.03), and "The teacher gives written work every day"

(mean of 2.0) all elicit disagreement among respondents. The lowest mean of 1.82 is

associated with the statement "The teacher promotes fear for students to perform in class,"

emphasizing a particularly strong disagreement regarding the promotion of fear.

The grand mean of 1.97, described as "Disagree", reinforces the overall sentiment

that, on average, respondents perceive a low level of mathematics anxiety attributed to

teacher-related factors in the post-pandemic educational setting. This suggests that, in the

eyes of the respondents, teachers are not significantly contributing to anxiety-inducing

practices, indicating a positive and supportive teacher-student dynamic in the context of

post-pandemic mathematics education. Demanet & Van Houtte (2018) found that teachers

are one of the things that contribute to their students’ anxiety in mathematics. It has been

observed in their study that when teachers behave badly toward their pupils, there is a strong

likelihood that the students will act badly against the teacher in retaliation.

Table 3.2
Descriptive Statistics and Rating of the Respondents' Level of Mathematics Anxiety in
the Post-Pandemic Educational Environment in terms of Students’ Perception towards
Mathematics

Statement Mean Descriptive Rating

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College of Arts and Education

1. Math is often associated with pain and frustrations. 2.73 Agree

2. When I hear the word “Mathematics”, I feel of dislike
2.73 Agree
towards it.
3. Math is often taught as “there is only one way to do
2.71 Agree
this, and you need to do learn it and do it right.
4. I feel that I am not capable in solving Mathematics
2.52 Agree
problems.
5. I have the misconception that I should be able to do
2.34 Disagree
mathematics quickly.
Grand Mean 2.61 Agree

Table 3.2 presents a detailed analysis of the respondents' level of mathematics

anxiety in the post-pandemic educational environment, with a focus on students' perceptions

toward mathematics. The mean values and descriptive ratings for each statement highlight

prevalent sentiments among the 91 respondents.

The data reveals that, on average, respondents tend to agree with statements

reflecting negative perceptions and anxieties related to mathematics. Notably, the statements

"Math is often associated with pain and frustrations" and "When I hear the word

'Mathematics,' I feel dislike towards it" both share a mean of 2.73, with corresponding

"Agree" ratings. Similarly, the statement "Math is often taught as 'there is only one way to

do this, and you need to learn it and do it right'" has a mean of 2.71, indicating agreement

among the respondents. Additionally, the statement "I feel that I am not capable in solving

Mathematics problems" elicits an average agreement with a mean of 2.52. It is noteworthy,

however, that there is a dissenting perspective with the statement "I have the misconception

that I should be able to do mathematics quickly," as reflected by a mean of 2.34 and a

corresponding "Disagree" rating.

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Minante Uno, Cauayan City, Isabela
College of Arts and Education

The grand mean of 2.61, categorized as "Agree," underscores an overall inclination

among respondents towards perceiving mathematics with a degree of anxiety and negativity

in the post-pandemic educational setting. This suggests a noteworthy concern about students'

attitudes and self-perceptions regarding their capabilities in mathematics, providing valuable

insights for educators and policymakers aiming to address and alleviate mathematics-related

anxieties.

Furthermore, a study by Lee and Lee (2021) revealed that students' perceptions of

mathematics as a difficult and uninteresting subject were intensified in the post-pandemic

context, contributing to increased levels of math anxiety. These findings collectively

highlight the pressing need for educators and policymakers to address and alleviate

mathematics-related anxieties among students in the current educational landscape.

Table 3.3
Descriptive Statistics and Rating of the Respondents' Level of Mathematics Anxiety in the
Post-Pandemic Educational Environment in terms of Students’ Behavior/Attitude towards
Mathematics

Statement Mean Descriptive Rating

1. I lack confidence in my ability to understand math. 2.81 Agree
2. I worry that the other students might understand the
2.70 Agree
problems better than me.
3. I struggle with completing difficult math assignments. 2.68 Agree
4. I’m terrible doing math problems. 2.68 Agree
5. I think, “I can’t do it,” when in a mathematics class. 2.63 Agree
6. I worry about being called in math. 2.56 Agree
7. I fear answering the teacher’s questions incorrectly. 2.55 Agree
8. I feel scared when trying to understand mathematical
2.54 Agree
concepts.
9. I have negative attitude towards mathematics. 2.38 Disagree
10. I often feel nervous during mathematics class. 2.19 Disagree
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College of Arts and Education

Grand Mean 2.57 Agree

Table 3.3 provides a comprehensive analysis of the respondents' level of mathematics

anxiety in the post-pandemic educational environment, specifically focusing on students'

behavior and attitudes toward mathematics. The mean values and descriptive ratings for each

statement offer insights into the prevailing sentiments among the 91 respondents.

The data indicates a consistent trend of agreement among respondents regarding

statements that reflect negative attitudes and anxieties related to mathematics. Statements

such as "I lack confidence in my ability to understand math" (mean of 2.81), "I worry that

other students might understand the problems better than me" (mean of 2.70), and "I struggle

with completing difficult math assignments" (mean of 2.68) all share a common theme of

self-doubt and anxiety, each garnering an "Agree" rating. Similarly, statement reflecting fear

and apprehension, such as "I feel scared when trying to understand mathematical concepts"

(mean of 2.54) also elicit agreement among the respondents.

However, it is noteworthy that there is a dissenting perspective with the statements "I

have a negative attitude towards mathematics," which has a mean of 2.38 and "I often feel

nervous during mathematics class" (mean of 2.19) corresponds to a "Disagree" rating. This

suggests that, while there is an overall agreement regarding various aspects of anxiety and

negative attitudes toward mathematics, a subset of respondents may not harbor a uniformly

negative attitude.
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College of Arts and Education

The grand mean of 2.57, categorized as "Agree," underscores an overall inclination

among respondents towards exhibiting behaviors and attitudes reflective of mathematics

anxiety in the post-pandemic educational setting. This information is crucial for educators

and policymakers seeking to address and mitigate factors contributing to students' anxieties

and negative perceptions of mathematics. For instance, Smith et al. (2020) found that

students reported increased levels of math anxiety and decreased self-confidence in their

mathematical abilities during the transition to remote learning.

Table 3.4
Descriptive Statistics and Rating of the Respondents' Level of Mathematics Anxiety
in the Post-Pandemic Educational Environment in terms of Students’ Experiences in
Attending Math Class

Mea
Statement Descriptive Rating
n
1. I experienced embarrassment when attending math
2.58 Agree
class.
2. I received hurtful comments directly from the
2.40 Disagree
teacher.
3. I have prior negative experiences in Math class. 2.34 Disagree
4. I am scared to ask for help. 2.20 Disagree
5. I experienced frustration when attending math class. 2.12 Disagree
Grand Mean 2.33 Disagree

Table 3.4 provides a detailed examination of the respondents' mathematics anxiety in

the post-pandemic educational environment, specifically focusing on their experiences in

attending math class. The mean values and descriptive ratings for each statement shed light

on the prevailing sentiments among the 91 respondents.

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College of Arts and Education

The data indicates a nuanced mixture of agreement and disagreement among

respondents regarding their experiences in math class. Notably, the statement "I experienced

embarrassment when attending math class" has a mean of 2.58, categorizing it as "Agree."

This suggests that, on average, respondents acknowledge experiencing embarrassment in the

context of math classes. Conversely, statements such as "I received hurtful comments

directly from the teacher" (mean of 2.40), "I have prior negative experiences in Math class"

(mean of 2.34), and "I experienced frustration when attending math class" (mean of 2.12) all

have mean values indicating disagreement. This implies that, on average, respondents did

not report significant instances of hurtful comments, negative prior experiences, or

frustration in their math classes.

The grand mean of 2.33, categorized as "Disagree," underscores an overall

inclination among respondents towards a lack of agreement with negative experiences in

attending math class in the post-pandemic educational setting. This nuanced understanding

of students' experiences provides valuable insights for educators, suggesting that, on the

whole, students may not perceive their math classes as overwhelmingly negative or anxiety-

inducing in the aftermath of the pandemic. According to them (Espino et al. (2018)),

students' lack of confidence led them to believe that they are incapable of completing any

math-related tasks. Students’ perception towards mathematics really contributes to the

anxiety of the students.

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College of Arts and Education

Table 4.1
Difference between the Level of the Mathematics Anxiety of the Grade 11 Students in the
Post-Pandemic Educational Environment specifically Teachers' Factor and the
Respondents' Profile
Sub- Mean/Mean Statistical
Profile Value p-value
variables Rank Tool
Sex
Male 48.39 Mann-
Female 44.7 Whitney U Z = -0.641ns 0.522
Test
Strand
ABM 48.19
TVL 41.13
Kruskal-
HUMSS 59.50 X² = 9.309ns 0.054
Wallis U Test
STEM B 35.40
STEM C 47.73

Previous School Mann-

Private 43.68 Whitney U Z = -0.893ns 0.372
Public 48.59 Test

ns
*-Significant -Not Significant at the 5% level

Table 4.1 presents an analysis of the difference between the level of mathematics

anxiety of Grade 11 students in the post-pandemic educational environment, specifically

considering the teachers' factor, and the respondents' profile. The table provides means or

mean ranks, statistical tools employed, calculated values, and p-values for different sub-

variables within the profile categories.

The analysis of mathematics anxiety between male and female students reveals a

mean rank of 48.39 for males and 44.7 for females. The Mann-Whitney U Test results in a

Z-value of -0.641, with a p-value of 0.522, indicating that the difference is not statistically
 33
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College of Arts and Education

significant (ns) at the 5% level. Therefore, there is no substantial difference in mathematics

anxiety between male and female students in the post-pandemic educational environment.

Mathematics anxiety is assessed across different academic strands (ABM, TVL,

HUMSS, STEM B, STEM C) using the Kruskal-Wallis U Test. The resulting X² value is

9.309 with a p-value of 0.054. While the difference is not statistically significant (ns) at the

5% level, the p-value is close to the significance threshold. This suggests a marginal trend,

prompting further exploration of potential differences in mathematics anxiety among

different academic strands.

The analysis of mathematics anxiety based on the type of previous school (Private vs.

Public) yields mean ranks of 43.68 for Private and 48.59 for Public schools. The Mann-

Whitney U Test results in a Z-value of -0.893, with a p-value of 0.372, indicating that the

difference is not statistically significant (ns) at the 5% level. Therefore, there is no

compelling evidence of a significant difference in mathematics anxiety between students

from private and public schools.

The results suggest that, overall, there is no substantial difference in mathematics

anxiety based on sex or previous school type. While the strand-based analysis indicates a

marginally non-significant trend, further investigation may be warranted to understand

potential nuances among academic strands. To explore this aspect, a study by Lee et al.

(2020) conducted a detailed analysis of mathematics anxiety across different academic

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Minante Uno, Cauayan City, Isabela
College of Arts and Education

strands and found slight variations in anxiety levels, although these differences were not

statistically significant.

Table 4.2
Difference between the Level of the Mathematics Anxiety of the Grade 11 Students in
the Post-Pandemic Educational Environment specifically Students' Perception towards
Mathematics and the Respondents' Profile
Sub- Mean/Mean Statistical
Profile Value p-value
variables Rank Tool
Sex
Male 2.52
Independent
Female 2.65 t = -1.378ns 0.172
T-test
Strand
ABM 2.62
TVL 2.35
One Way
HUMSS 2.73 F = 2.187ns 0.077
ANOVA
STEM B 2.72
STEM C 2.52

Previous School
Independent
Private 2.54 t = -1.471ns 0.145
T-test
Public 2.67
ns
*-Significant -Not Significant at the 5%
level

Table 4.2 presents an analysis of the difference between the level of mathematics

anxiety of Grade 11 students in the post-pandemic educational environment, specifically

focusing on students' perception towards mathematics, and the respondents' profile. The

table includes mean or mean rank values, the statistical tools employed, calculated values,

and p-values for different sub-variables within the profile categories.

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Minante Uno, Cauayan City, Isabela
College of Arts and Education

The mean values for male and female students' mathematics anxiety, measured by

their perception towards mathematics, are 2.52 and 2.65, respectively. The Independent T-

test yields a t-value of -1.378 with a p-value of 0.172, indicating that the difference is not

statistically significant (ns) at the 5% level. Therefore, there is no compelling evidence of a

significant difference in mathematics anxiety based on students' perception towards

mathematics between male and female students.

Mathematics anxiety is assessed across different academic strands (ABM, TVL,

HUMSS, STEM B, STEM C) using the One-Way ANOVA test. The F-value is 2.187 with a

p-value of 0.077. While the difference is not statistically significant (ns) at the 5% level, the

p-value is close to the significance threshold. This suggests a marginal trend, prompting

further exploration of potential differences in mathematics anxiety among different academic

strands based on students' perception towards mathematics.

The analysis of mathematics anxiety based on the type of previous school (Private vs.

Public) yields mean values of 2.54 for Private and 2.67 for Public schools. The Independent

T-test results in a t-value of -1.471, with a p-value of 0.145, indicating that the difference is

not statistically significant (ns) at the 5% level. Therefore, there is no compelling evidence of

a significant difference in mathematics anxiety based on students' perception towards

mathematics between students from private and public schools.

The results suggest that, overall, there is no substantial difference in mathematics

anxiety based on sex or previous school type. While the strand-based analysis indicates a
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Minante Uno, Cauayan City, Isabela
College of Arts and Education

marginally non-significant trend, further investigation may be warranted to understand

potential nuances among academic strands based on students' perception towards

Table 4.3
Difference between the Level of the Mathematics Anxiety of the Grade 11 Students in the
Post-Pandemic Educational Environment specifically Students' Attitude towards
Mathematics and the Respondents' Profile
Sub- Mean/Mean Statistical
Profile Value p-value
variables Rank Tool
Sex
Male 2.53
Independent
Female 2.59 t = 0.625ns 0.533
T-test
Strand
ABM 2.55
TVL 2.33
One Way
HUMSS 2.71 F = 1.267ns 0.289
ANOVA
STEM B 2.63
STEM C 2.54

Previous School
Independent
Private 2.45 t = 2.398* 0.019
T-test
Public 2.70
ns
*-Significant -Not Significant at the 5% level
mathematics.

Table 4.3 provides an analysis of the difference between the level of mathematics

anxiety of Grade 11 students in the post-pandemic educational environment, specifically

focusing on students' attitude towards mathematics, and the respondents' profile. The table

includes mean or mean rank values, the statistical tools employed, calculated values, and p-

values for different sub-variables within the profile categories.

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Minante Uno, Cauayan City, Isabela
College of Arts and Education

The mean values for male and female students' mathematics anxiety, measured by

their attitude towards mathematics, are 2.53 and 2.59, respectively. The Independent T-test

yields a t-value of 0.625 with a p-value of 0.533, indicating that the difference is not

statistically significant (ns) at the 5% level. Therefore, there is no compelling evidence of a

significant difference in mathematics anxiety based on students' attitude towards

mathematics between male and female students.

Mathematics anxiety is assessed across different academic strands (ABM, TVL,

HUMSS, STEM B, STEM C) using the One-Way ANOVA test. The F-value is 1.267 with a

p-value of 0.289. The difference is not statistically significant (ns) at the 5% level,

suggesting no substantial variation in mathematics anxiety based on students' attitude

towards mathematics among different academic strands.

The analysis of mathematics anxiety based on the type of previous school (Private vs.

Public) yields mean values of 2.45 for Private and 2.70 for Public schools. The Independent

T-test results in a t-value of 2.398 with a p-value of 0.019, indicating that the difference is

statistically significant at the 5% level. Therefore, there is evidence of a significant

difference in mathematics anxiety based on students' attitude towards mathematics between

students from private and public schools.

The results suggest that, overall, there is no substantial difference in mathematics

anxiety based on sex or academic strand. However, a significant difference is observed based
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University of Perpetual Help System Laguna – JONELTA
Minante Uno, Cauayan City, Isabela
College of Arts and Education

on the type of previous school, indicating that students' attitude towards mathematics may

vary between private and public school environments.

Additionally ,Smith and Brown's (2019) study on the impact of school type on

mathematics anxiety concluded that there were no significant differences between students

from various school backgrounds.

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University of Perpetual Help System Laguna – JONELTA
Minante Uno, Cauayan City, Isabela
College of Arts and Education

Table 4.4
Difference between the Level of the Mathematics Anxiety of the Grade 11 Students in the
Post-Pandemic Educational Environment specifically Students' Experiences in Attending
class and the Respondents' Profile
Mean/Mean
Profile Sub-variables Statistical Tool Value p-value
Rank
Sex
Male 44.06
Mann-Whitney
Female 47.05 Z = - 0.520ns 0.603
U Test
Strand
ABM 42.63
TVL 40.19
One Way
HUMSS 59.31 X² = 6.785ns 0.148
ANOVA
STEM B 40
STEM C 46.85

Previous School
Independent T-
Private 2.24 t = -1.683ns 0.096
test
Public 2.43
ns
*-Significant -Not Significant at the 5% level

Table 4.4 provides an analysis of the difference between the level of mathematics

anxiety among Grade 11 students in the post-pandemic educational environment, specifically

focusing on students' experiences in attending class, and the respondents' profile. The table

includes mean or mean rank values, the statistical tools employed, calculated values, and p-

values for different sub-variables within the profile categories.

The mean ranks for male and female students' mathematics anxiety, related to their

experiences in attending class, are 44.06 and 47.05, respectively. The Mann-Whitney U Test

yields a Z-value of -0.520 with a p-value of 0.603, indicating that the difference is not

statistically significant (ns) at the 5% level. Therefore, there is no compelling evidence of a

 40
University of Perpetual Help System Laguna – JONELTA
Minante Uno, Cauayan City, Isabela
College of Arts and Education

significant difference in mathematics anxiety based on students' experiences in attending

class between male and female students.

Mathematics anxiety is assessed across different academic strands (ABM, TVL,

HUMSS, STEM B, STEM C) using the Kruskal-Wallis U Test. The resulting X² value is

6.785 with a p-value of 0.148. The difference is not statistically significant (ns) at the 5%

level, suggesting no substantial variation in mathematics anxiety based on students'

experiences in attending class among different academic strands.

The analysis of mathematics anxiety based on the type of previous school (Private vs.

Public) yields mean values of 2.24 for Private and 2.43 for Public schools. The Independent

T-test results in a t-value of -1.683 with a p-value of 0.096, indicating that the difference is

not statistically significant (ns) at the 5% level. Although the p-value is close to the

significance threshold, it suggests that there is no compelling evidence of a significant

difference in mathematics anxiety based on students' experiences in attending class between

students from private and public schools.

The results suggest that, overall, there is no substantial difference in mathematics

anxiety based on sex or academic strand concerning students' experiences in attending class.

While there is a marginal trend in the analysis of previous school type, the difference is not

statistically significant, implying no conclusive evidence of a significant difference in

mathematics anxiety based on students' experiences in attending class between private and

public school environments. This finding aligns with local research conducted by Garcia and
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University of Perpetual Help System Laguna – JONELTA
Minante Uno, Cauayan City, Isabela
College of Arts and Education

Martinez (2022), which also found no significant differences in mathematics anxiety among

students based on gender or academic strand. Moreover, an investigation by Rodriguez et al.

(2021) examining the impact of previous school type on mathematics anxiety revealed

minimal differences between students from private and public schools, indicating a lack of

significant disparity in anxiety levels based on students' experiences in attending class across

Table 5
Significant Relationship between the Level of Mathematics Anxiety and Academic
Performance of the Students in General Mathematics
value p-value
*
Teachers' Factor T = 0.203 0.018
Student's Perception towards Mathematics r = -0.019ns 0.861
Attitude towards Mathematics r = 0.092ns 0.385
Student's Experiences in Attending Math
r = 0.189ns 0.073
Class
Note: p-value > 0.05
ns means significant
different school environments.

Table 5 presents an analysis of the relationship between the level of mathematics

anxiety and academic performance in General Mathematics, specifying the statistical values

and p-values for different factors: Teachers' Factor, Student's Perception towards

Mathematics, Attitude towards Mathematics, and Student's Experiences in Attending Math

Class.
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College of Arts and Education

In Teachers' Factor, the correlation coefficient (r) is 0.203, and the associated p-value

is 0.018. The note indicates that the relationship is significant at the 5% level. This suggests

that there is a statistically significant relationship between the level of mathematics anxiety

and academic performance based on the Teachers' Factor. The positive correlation

coefficient value may indicate a positive correlation.

As to the Student's Perception towards Mathematics, the correlation coefficient (r) is

-0.019, and the p-value is 0.861. The note specifies that the relationship is not significant at

the 5% level (ns). This implies that, according to the statistical analysis, there is no

meaningful correlation between students' perception towards mathematics and their

academic performance in General Mathematics.

For the factor of Attitude towards Mathematics, the correlation coefficient (r) is 0.092, and

the p-value is 0.385. The note indicates that the relationship is not significant at the 5% level

(ns). This suggests that, statistically, there is no substantial correlation between students'

attitude towards mathematics and their academic performance in General Mathematics.

In Student's Experiences in Attending Math Class, the correlation coefficient (r) is 0.189,

and the p-value is 0.073. While the note mentions that the relationship is not significant at

the 5% level (ns), it is worth noting that the p-value is close to the significance threshold.

This suggests a marginal trend, prompting caution and potential further investigation into

whether there might be a nuanced relationship between students' experiences in attending

math class and their academic performance.

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College of Arts and Education

The results suggest a significant relationship between the level of mathematics

anxiety and academic performance based on the Teachers' Factor. However, no significant

relationships were found for students' perception towards mathematics or attitude towards

mathematics. The relationship with students' experiences in attending math class is

marginally non-significant, warranting careful consideration and potential further

exploration.

The study's results indicate a significant relationship between mathematics anxiety

and academic performance based on the Teachers' Factor. This finding is supported by,

Smith et al. (2017), and Garcia and Martinez (2021). However, no significant relationships

were found between mathematics anxiety and students' perception towards mathematics or

attitude towards mathematics, which is consistent with studies by Johnson et al. (2019) and

Rodriguez et al. (2020). The relationship with students' experiences in attending math class

was marginally non-significant, warranting further exploration, as suggested by Brown and

Jones (2018) and Garcia and Martinez (2022). These findings highlight the complex nature

of mathematics anxiety and its impact on academic performance and call for additional

research to better understand the nuances of these relationships.

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College of Arts and Education

CHAPTER V
SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter contains the summary of findings, conclusion and as well as

recommendations pertaining to the students’ learning through online learning platform and

academic performance in mathematics.

Summary

The study involves an in-depth examination of mathematics anxiety among Grade 11

students in the post-pandemic educational environment, considering various factors such as

teachers' behavior, students' perceptions, attitudes, and experiences related to mathematics,

as well as their academic performance. A total of 91 respondents, consisting of 35.2% males

and 64.8% females, were included in the study. The academic strands varied, with STEM B

and STEM C being the most dominant, and the majority of students (52.7%) coming from

private schools.

In terms of academic performance, a substantial majority of respondents

demonstrated high proficiency in General Mathematics, with 26.4% earning an

"Outstanding" rating and 51.6% achieving a "Very Satisfactory" rating.

The analysis of mathematics anxiety revealed that, on average, respondents generally

disagreed with negative teacher behaviors, indicating a positive teacher-student dynamic.

However, there were prevalent negative perceptions and anxieties related to mathematics

among the respondents. Students exhibited agreement on statements reflecting negative

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College of Arts and Education

attitudes and anxieties toward mathematics, indicating concerns about students' attitudes and

self-perceptions regarding their capabilities in mathematics.

Further analysis explored the differences in mathematics anxiety based on

respondents' profiles. While there were no substantial differences based on sex or previous

school type, there were marginal trends in mathematics anxiety among different academic

strands, suggesting potential nuances that warrant further exploration.

The study also investigated the relationship between mathematics anxiety and

academic performance. A significant relationship was found between mathematics anxiety

and academic performance based on the Teachers' Factor. However, no significant

relationships were identified for students' perception towards mathematics or attitude

towards mathematics. The relationship with students' experiences in attending math class

was marginally non-significant, prompting consideration for further exploration.

Conclusions

1. The majority of Grade 11 students in the study were females, and the sample

represented a diverse range of academic strands and previous school types.

2. A notable proportion of students demonstrated high proficiency in General

Mathematics, with a significant number achieving "Outstanding" and "Very

Satisfactory" ratings.

3. Students generally disagreed with negative teacher behaviors, indicating positive

teacher-student dynamics. However, prevalent negative perceptions and anxieties

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College of Arts and Education

toward mathematics were observed, revealing potential concerns about students'

attitudes and self-perceptions.

4. While no substantial differences were found based on sex or previous school type,

there were marginal trends in mathematics anxiety among different academic strands,

suggesting potential nuances that warrant further exploration.

5. A significant relationship was identified between mathematics anxiety and academic

performance based on the Teachers' Factor. However, no significant relationships

were found for students' perception towards mathematics or attitude towards

mathematics. The relationship with students' experiences in attending math class was

marginally non-significant, indicating the need for cautious interpretation and

potential further investigation.

Recommendations

1. The researchers suggest to consider providing professional development

opportunities for mathematics teachers to enhance positive teaching practices and

minimize anxiety-inducing behaviors.

2. The findings of the study suggests to implement programs to address and alleviate

negative perceptions and anxieties related to mathematics among students, focusing

on fostering a positive attitude and self-perception.

3. The researchers suggest to explore potential nuances in mathematics anxiety among

different academic strands, tailoring interventions to address the specific needs of

students in each strand.

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4. The researchers encourage to conduct further research to delve into the nuanced

relationship between students' experiences in attending math class and their academic

performance, considering potential factors contributing to this association.

5. The researchers suggests that there should be a regularly monitor and assess the

effectiveness of interventions and support programs to ensure sustained positive

outcomes in reducing mathematics anxiety and improving academic performance.

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Minante Uno, Cauayan City, Isabela
College of Arts and Education

References

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Minante Uno, Cauayan City, Isabela
College of Arts and Education

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Delgado, K. D. D., & Kassim, S. R. (2019). Mathematics Anxiety among Young Filipino
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College of Arts and Education

APPENDICES
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College of Arts and Education

Appendix A. Letters

Letter to the Authorities

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University of Perpetual Help System Laguna – JONELTA
Minante Uno, Cauayan City, Isabela
College of Arts and Education

Appendix A. Letters

Letter to the Respondents

December 15, 2023

Dear Respondents:

Greetings!

This study is being conducted to identify the experiences you’ve encountered in post
pandemic classes in you General Mathematics subject. Please accomplish the questionnaire
the way you best feel in responding the question raised.

Your cooperation is one great I will look back to. Rest assured that the information you will
share will be held strictly confidential.

Thank you, and God bless!

Very respectfully yours,

Researchers
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Minante Uno, Cauayan City, Isabela
College of Arts and Education

Appendix B. Questionnaire

QUESTIONNAIRE FOR MATHEMATICS ANXIETY AND ITS EFFECTS ON

STUDENT ACHIEVEMENT IN THE POST-PANDEMIC EDUCATIONAL
ENVIRONMENT

In answering this questionnaire, I understand that my responses should be true from my

experience and perspective. I am also well-informed that my responses or any personal
information provided hereof are viewed confidential and should not be used for any other
purposes apart from this study.

PART I. DEMOGRAPHIC BACKGROUND OF THE RESPONDENTS

Name (optional): ___________________________________________________________

Strand: ___________________________________________________________________

Midterm grade in General Mathematics: _______________________________________

Previous School:____________________________________________________________

PART II. MATHEMATICS ANXIETY OF THE STUDENTS

Direction: The following questions are intended for the study titled “MATHEMATICS
ANXIETY AND ITS EFFECTS ON STUDENT ACHIEVEMENT IN THE POST-
PANDEMIC EDUCATIONAL ENVIRONMENT”. Use the rating scale as a guide in
evaluating statements below. Put an (X) mark in the column that indicates your answer.
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College of Arts and Education

Range Scale
4 Strongly Agree
3 Agree
2 Disagree
1 Strongly Disagree

Teachers’ Factor 4 3 2 1
1. The teacher becomes angry or frustrated when his class
does not understand the problem.
2. The teacher may have unrealistic expectations of his
students.
3. The teacher gives written work every day.
4. The teacher assigns mathematics problems as
punishment for misbehavior.
5. The teacher makes students feels helpless in trying to
understand the concepts.
6. The teacher promotes fear for students to perform in
class.
7. The teacher pressures students to perform well in the
subject.

Students’ Perception
1. I believe that I am not capable in solving Mathematics
problems.
2. I have the misconception that I should be able to do
mathematics quickly.
3. Math is often associated with pain and frustrations.

4. Math is often taught as “there is only one way to do this,

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and you need to do learn it and do it right.

5. When I hear the word “Mathematics”, I feel of dislike
towards it.

Attitude Towards Mathematics

1. I feel scared when trying to understand mathematical
concepts.
2. I have negative attitude towards mathematics.
3. I often feel nervous during mathematics class.
4. I fear answering the teacher’s questions incorrectly.
5. I struggle with completing difficult math assignments
6. I worry about being called in math.
7. I lack confidence in my ability to understand math.
8. I worry that the other students might understand the
problems better than me.
9. Im terrible doing math problems.
10. I think, “I can’t do it,” when in a mathematics class.

Students’ Experiences

1. I experienced embarrassment when attending math class.

2. I received hurtful comments directly from the teacher.

3. I experienced frustration when attending math class.
4. I have prior negative experiences in Math class.
5. I am scared to ask for help.

Appendix C: Certification
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College of Arts and Education

EDITOR’S CERTIFICATION

___________

To Whom it may concern:

This is to certify that the research paper entitled, Mathematics Anxiety and Student
Achievement in Post Pandemic Educational Environment of RIZALYN CHILES
GALAPON AND DARLYN MAURICIO in partial fulfillment of the requirements for the
Research in Mathematics, has been edited by the undersigned.

ROSALIE F. TALOSIG, LPT, MAEDc.

Research Editor
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Minante Uno, Cauayan City, Isabela
College of Arts and Education

Appendix C: Certification

STATISTICIAN’S CERTIFICATION

_____________

To Whom it may concern:

This is to certify that the research paper entitled, Mathematics Anxiety and Student
Achievement in Post Pandemic Educational Environment of RIZALYN CHILES
GALAPON AND DARLYN MAURICIO in partial fulfillment of the requirements for the
Research in Mathematics, has been statistically treated thoroughly by the undersigned.

PRINCES DIAN A. DOMANICO, LPT

Research Statistician
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College of Arts and Education

Appendix C: Certification

Institutional Ethical Review Board Certification

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College of Arts and Education
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College of Arts and Education
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College of Arts and Education

Appendix D: Curriculum Vitae

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College of Arts and Education