ANXIETY TOWARDS MATHEMATICS AND MATHEMATICS PERFORMANCE OF GRADE 7 LEARNERS

Clarice Jolejole-Caube, Alyssa B. Dumlao, Ferdinand T. Abocejo

Abstract


In this study, we investigated the level of anxiety towards mathematics of grade 7 learners, their mathematics performance and determined if there exists significant difference between male and female learners in their level of mathematics anxiety. We also examined the association between leaners’ level of mathematics anxiety and mathematics performance. It utilized descriptive and correlational research designs involving randomly chosen 41 male and 35 grade 7 leaners. Data were obtained through the students’ mathematics test scores from their teachers’ grade sheets. We also administered a mathematics anxiety scale test of fifteen 15 items, each with 5 possible responses: namely; always, often, sometimes, seldom and never. Findings revealed that grade 7 learners, on average, experience a moderate level of anxiety towards mathematics which was on the same level between male and female learners. On mathematics performance, the leaners manifested below to fairly satisfactory levels. Statistically, there was a significant negative association between learners’ level of anxiety towards mathematics and mathematics performance with the strength of association stronger for male learners than their female counterpart. In conclusion, the grade 7 learners manifested moderate level of anxiety towards mathematics, not meeting expected mathematics performance for both male and female groups. Their anxiety level towards mathematics has negative bearing on their mathematics performance, those who manifested high anxiety level towards mathematics tended to perform low in mathematics and vice versa.

 

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mathematics anxiety, mathematics performance, gender

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DOI: http://dx.doi.org/10.46827/ejes.v0i0.2420

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