GUINAYANGAN SENIOR HIGH SCHOOL
Guinayangan, Quaezon
ATTITUDE AND ANXIETY TOWARDS MATHEMATICS OF GRADE 11
STUDENTS IN GUINAYANGAN SENIOR HIGH SCHOOL,
SCHOOL YEAR: 2023 - 2024
A REPORT PAPER
in
English for Academic and Professional Purposes
Submitted by:
AIRA CLAIRE E. ALEGRIA
BENSON C. DAMGO
JAMEL N. ERGUIZA
KERSTINE CHEN C. INTANO
Submitted to:
MARY JOAN CHARLLOTE A. ROLDAN
Subject Teacher
January 2024
Introduction
Mathematics play vital role in daily life. It helps learner to understand world around us by
disclosing the hidden pattern and abstract concept (Kumari, 2015). Despite its huge importance,
Mathematics is often viewed as a challenging subject. The difficult view of Mathematics is due to
anxiety that individuals have for Mathematics (Fulya, 2008). According Richardson and Suinn
“Mathematics anxiety can be defined as feelings of tension and awkwardness that hinder the
manipulation of numbers and make difficult to solve Mathematical problems in an ordinary and
academic situations” (as cited in Rayner et. al, 2009,).
Furthermore, Math anxiety refers to the feelings of fear, tension, and apprehension that
many people experience when engaging with Mathematics. Seen in students as young as six years
of age, Math anxiety is a Global phenomenon and is highly prevalent. Across 65 countries and
economies that participated in the 2012 Programme for International Student Assessment (PISA),
on average, 33% of 15-year-old students reported feeling helpless when solving math problems.
In the United States alone, it is estimated that about 50 percent of students experience math anxiety.
However, fear, said Math professor and psychologist Dr. Queena Lee Chua, is not a natural
reaction. Low performance in Mathematics is also a problem in the Philippines. For instance, in
the National Achievement Test (NAT) result for SY 2011- 2012, students showed poorly in this
subject with an overall Mean Percentage Score (MPS) of 46.37. In Guinayangan National High
School, the researcher observed that most students dreaded Math especially when they move to
Senior High School due to more complex Math problem. Senior High School students has to take
General Mathematics during the first semester of Grade 11 and Statistics and Probability in second
semester in preparation for Practical Research 2 which requires statistical treatment
The outcome of the study will be helpful to students, teachers, policy makers and parents.
It will improve students’ performance in Mathematics and its ripple effect will be felt in other
subjects. The outcome will enable teachers to employ appropriate teaching technique and
strengthen a good student-teacher relationship to ease unnecessary tension on students in their
lesson delivery.
Research Questions
Hence, this study aims to determine the Mathematics anxiety among Grade 11 students of
Guinayangan Senior High School Guinayangan, Quezon, School Year: 2023 - 2024.
The study will specifically answer the following questions:
1. What is the demographic profile of the respondents in terms of:
1.1 Age
1.2 Gender
1.3 Type of Section
2. What is the attitude of the respondents towards Mathematics?
3. What are the anxieties of the respondents towards Math?
Methodology
The study used Quantitative Approach employing Descriptive Research Design. The
respondents of the study are Grade 11 students of Guinayangan Senior High School. The
respondents are selected using Simple Random Sampling Technique. The study utilized selfdevised structured survey questionnaire. To collect the data, the
researchers devised a
questionnaire and conduct a survey. In the analysis of data, the researchers used percentage
formula and weighted mean.
Results and Discussion
Demographic Profile of the Respondents
Table 1.
Age Distribution
Age
15 years old
16 years old
17 years old
18 years old
19 years old
Total
Frequency
31
45
8
3
1
88
Percentage
35%
51%
9%
4%
1%
100%
Table 1 shows the distribution of the respondents according to their age. It shows that there
are 31 respondents who are 15 years old which is 35%. There 45 respondents who are 16 years old
which is 51%. There are 8 respondents who are 17 years old which is 9% and 3 respondents are
18 years old which is 4%. Lastly, one respondent is 19 years old which is 1%.
The result shows that majority of the respondents are 16 years old with 51% and the least
is 19 years old with 1% of the total distribution.
Table 2.
Gender Distribution
Gender
Male
Female
Total
Frequency
30
58
88
Percentage
34%
66%
100%
Table 2 shows the distribution of the respondents according to their gender. There are 30
male respondents or 34% and 58 female respondents or 66% of the sample.
Based on the results, it can be inferred that the respondents are composed of mostly female
Grade 11 respondents.
Table 3.
Attitude of Grade 11 Students towards Math
Attitude
Enthusiastic
Confident
Interested
Indifferent
Frustrated
Total
Frequency
16
50
8
3
11
88
Percentage
18%
57%
9%
3%
13%
100%
The table shows that most of the respondents say that they are confidents with Mathematics
with a frequency of 50 or 57% of the respondents. It is followed by Enthusiastic with a frequency
of 16 or 18% of the respondents. “Interested” obtained a frequency of eight or 9% of the
respondents. Then “Indifferent” gets a frequency of three or 3% of the respondents. Lastly,
“Frustrated” garnered a frequency of 11 or 13% of the respondents.
Based from the results, it can be deduced that many Grade 11 students are confident in
Math. Several are and interested. Enthusiastic. However, few have negative attitude towards Math
which is being indifferent and frustrated.
Table 4.
Math Anxiety Self Test
Statement
1. I avoid Math related task due to fear
of making mistakes.
2. I feel worried during Math tests due
to fear of failing.
3. I fear not meeting expectations of
people around me.
4. I fear of not grasping fundamental
principles.
5. I feel I do not have enough skills to
excel in Math.
4
3
2
1
WM
Qualitative
Description
2
27
43
16
2.17
Disagree
2
38
37
11
2.35
Disagree
2
38
35
13
2.33
Disagree
4
38
37
9
2.42
Disagree
4
31
34
19
2.23
Disagree
Table 4 shows that statement 1 “I avoid Math related task due to fear of making mistakes”
get a weighted mean of 2.17 with a qualitative description of Disagree. Statement 2 “I feel worried
during Math tests due to fear of failing.” obtained a weighted mean of 2.35 with a qualitative
description of Disagree. Statement 3, “I fear not meeting expectations of people around me”
received a weighted mean of 2.33 with a qualitative description of Disagree. Statement 4, “I fear
of not grasping fundamental principles” get a weighted mean of 2.42 with a qualitative description
of disagree. Statement 5 “I feel I do not have enough skills to excel in Math.” obtained a weighted
mean of 2.23 with a qualitative description of disagree.
It can be inferred from the result that the respondents does not experience Math anxiety.
They mostly disagreed on the signs of Math anxiety indicated in the scale.
Conclusion
The study revealed that most of the respondents are 16 years old and the least is 19 years
old. Most of them are female respondents. Based from the results, it can be concluded that many
Grade 11 students are confident in Math are interested and enthusiastic. However, few have
negative attitude towards Math, which is being indifferent and frustrated. The result also show that
the respondents does not experience Math anxiety. They mostly disagreed on the signs of Math
anxiety indicated in the scale.
Recommendation
Since the results revealed no signs of Math anxiety among the respondents, the researchers
recommend the students to continue foster a positive attitude towards math. Replace negative
thoughts with positive affirmations. Understand that making mistakes is a natural part of learning,
and its okay to not grasp a concept immediately. The researchers also recommend the teachers to
continue their practice of teaching which does not cause anxiety among the students. In addition,
for the parents to continue to moral support which strengthens the students mental being.