Mathematics anxiety, attitudes, and academic performance among senior high school students

Abstract

Mathematics anxiety remains a concern among students because it may affect confidence, engagement, and performance in Mathematics. However, limited local evidence describes its dimensions and relationship with students’ attitudes, performance, and teacher reinforcement within a Philippine school context. The study determined the level of Mathematics anxiety among 56 Grade 12 students at Divine Word College of Urdaneta, Inc. using a descriptive survey design. Data were gathered through a questionnaire, interview, and documentary analysis and analyzed using frequency and percentage, weighted mean, Chi-square test, and simple correlation analysis. Results showed respondents had a moderately positive attitude toward Mathematics but experienced very high anxiety across test, numerical, affective, and course-related dimensions. Most profile variables were not significantly related to Mathematics performance, although family income was. Teacher reinforcements emphasizing engaging instruction, manageable tasks, and study skills were valued. The findings stress the need for supportive instruction and interventions addressing both academic and emotional needs.