Mathematics Anxiety and Mathematics SelfEfficacy among Senior High School Students in Public Secondary Schools
Main Article Content
Abstract
Background/Objectives: This study explored mathematics anxiety and mathematics self-efficacy of senior high school students in Botolan District of Zambales during the academic year 2020-2021. The students are female, belong to young adults, and are Grade 11 senior high school students.
Methods/Statistical analysis: Descriptive research was employed in the study, using ANOVA, T-test, and Pearson r to test the significant difference and relationship of variables.
Findings: Findings revealed that there is a high positive level of Mathematics anxiety and Mathematics self-efficacy of the students. Students stated that learning Mathematics made them feel nervous. Students acknowledged that Mathematics is a complex and difficult subject, and they lack mathematical skills to solve complex problems. For Mathematics anxiety, students' perceptions according to age do not differ significantly. When attributed to sex, perceptions differ significantly on the Face Expression, while perceptions on the Appraisal, Arousal, and Action Tendencies are the same. In terms of the strand, perceptions differ significantly on the Arousal and Face Expression. In terms of school, the significant difference only matters on the Action Tendencies. For Mathematics self-efficacy, perceptions according to age on the Mastery Experience, Vicarious Learning, and Affective State aspect of Mathematics self-efficacy differ significantly, while perceptions on Social Persuasion are the same. When grouped according to sex, perceptions on Vicarious Learning and Affective states differ significantly. In terms of school, perceptions only differ significantly on Physiological State. Moreover, the perceived level of Mathematics anxiety and Mathematics self-efficacy differ significantly. The paper also concludes that Mathematics anxiety and mathematics self-efficacy influence students' academic performance.
Improvements/Applications: A follow-up study may be conducted on the difference in age, school and Mathematics self-efficacy to validate the result of the findings.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
IJCERT Policy:
The published work presented in this paper is licensed under the Creative Commons Attribution 4.0 International (CC BY 4.0) license. This means that the content of this paper can be shared, copied, and redistributed in any medium or format, as long as the original author is properly attributed. Additionally, any derivative works based on this paper must also be licensed under the same terms. This licensing agreement allows for broad dissemination and use of the work while maintaining the author's rights and recognition.
By submitting this paper to IJCERT, the author(s) agree to these licensing terms and confirm that the work is original and does not infringe on any third-party copyright or intellectual property rights.
References
Gafoor, K. A., & Kurukkan, A. (2015). “Why High School Students Feel Mathematics Difficult? An Exploration of Affective Beliefs”. Pedagogy of Teacher Education - Trends and Challenges. Kozhikode, Kerala.
Guinocor, M., Almerino, J., Mamites, I., Lumayag, C., Villagas, M., & Capuyan, M. (2020). “Mathematics Performance of Students in a Philippine State University”. International Electronic Journal of Mathematics Education, 15. doi:10.29333/iejme/7859
Rameli, M. M., & Kosnin, A. M. (2017, December 18). “Challenges in Mathematics Learning: A Study from School Students' Perspective”. Retrieved from Research Gate:https://www.researchgate.net/publication/321873178
Paris, J. (2019, December 4). “Philippines ranks among lowest in reading, math, and science in 2018 study”. Rappler. Retrieved from https://www.rappler.com/nation/philippines-ranking-reading-math-science-pisa-study-2018
Magsambol, B. (2020, December 9). “PH lowest among 58 countries in math, science – a global assessment”. Rappler. Retrieved from https://www.rappler.com/nation/filipino-students-lagging-behind-math-science-timms-international-results-2019
Mc Combes, S. (2019). Descriptive Research. Scribbr.
Rameli, M. M. (2016). “Malaysian School Students' Math Anxiety: Application of Rasch Measurement Model”. Jurnal Pendidikan Nusantara, pp. 56-61. Retrieved from https://www.researchgate.net/publication/321873451
Usher, E. L., & Pajares, F. (2009). “Sources of self-efficacy in mathematics: A validation study”. Contemporary Educational Psychology, 34, pp. 89-101.
Kandemir, M. A., & Perkman, R. A. (2017). “Examining Validity of Sources of Mathematics Self-Efficacy Scale in Turkey”. European Journal of Education Studies, vol. 3(11), pp. 69-88. doi:10.5281/zenodo.1041845
Prajapati, J., Patel, A., & Raninga, P. (2014). “Facial age group classification”. IOSR Journal of Electronics and Communications Engineering, vol. 9(2), pp. 33-39. doi:10.9790/2834-09123339
Lopez, J., & Malay, C. A. (2019, May). “Awareness and Attitude Towards Climate Change of Selected Senior High Students in Cavite, Philippines”. Asia Pacific Journal of Multidisciplinary Research, vol. 7(2), pp. 56-62.
Bonnie, R. (2015). “National Center for Biotechnology Information”. Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK284782/
Jabor, M. K., Machtmes, K., Kungu, K., Buntat, Y., & Nordin, M. S. (2011). The Influence of Age and Gender on the Students' Achievement in Mathematics. Presented at 2011 International Conference on Social Science and Humanity. Vol. 5, pp. 304-308. Singapore: IACSIT.
Buctot, D. B., Kim, N., & Kim, S. (2020). “The role of nomophobia and smartphone addiction in the lifestyle profiles of junior and senior high school students in the Philippines”. Social Science and Humanities Open. vol. 2, pp. 2590-2911. doi:https://doi.org/10.1016/j.ssaho.2020.100035
Ibañez, C., & Mangunay, K. (2016, May 29). “DepEd: Ready for senior high. Philippine Daily Inquirer”. Retrieved from https://newsinfo.inquirer.net/788008/deped-ready-for-senior-high
Maglipot, M. H. (2020). “DepEd reports over 24 M enrollees this school year. Manila Bulletin”. Retrieved from https://mb.com.ph/2020/10/01/deped-reports-over-24-m-enrollees-this-school-year/
Tus, J. (2019). “Self-Efficacy and Its Influence on the Academic Performance of the Senior High School Students”. Journal of Global Research in Education and Social Science, vol. 13(6), pp. 213-218.
Paechter, M., Macher, D., Martskvishvili, K., Winner, S., & Papousek, I. (2017, July). “Mathematics Anxiety and Statistics Anxiety. Shared but Also Unshared Components and Antagonistic Contributions to Performance in Statistics”. Frontiers in Psychology, vol. 8. doi:https://doi.org/10.3389/fpsyg.2017.01196
Prodromou, T., & Frederiksen, N. (2018). “The Effects of Mathematics Anxiety on Primary Students”. Retrieved from https://eric.ed.gov/?id=ED592472
Iglesia, A. B., Dundain, H. H., Miñoza, M. V., & Casimiro, A. B. (2021). “Teaching Mathematics in 'Different Tongues': An Analysis of Mathematics Anxiety and Proficiency among Elementary-Grade Learners”. Linguistics and Culture Review, vol. 5(2), pp. 860-891. doi: https://doi.org/10.37028/lingcure.v5nS2.1523
Estonanto, A. (2017, December). “Math Anxiety and Academic Performance in Pre-Calculus of Selected Senior High School in Sorsogon State College”. Journal of Higher Education Research Disciplines, vol. 2(2).
Reyes, J. D. (2019). “Mathematics Anxiety and Self-Efficacy: A Phenomenological Dimension”. Journal of Humanities and Education Development (JHED), vol. 1(1), pp. 22-34.
Lu, Y., Li, Q., Patrick, H., & Mantzicopoulos, P. (2021, December 6). “"Math Gives Me a Tummy Ache!" Mathematics Anxiety in Kindergarten”. The Journal of Experimental Education, vol. 89(2), pp. 362-378. doi:https://doi.org/10.1080/00220973.2019.1680518
Nyakudya, M. N., & Nyakudya, U. N. (2020). “A Study of Math Anxiety in Male and Female Students at BA ISAGO University: Empirical Evidence”. Open Journal of Social Sciences, vol. 8, pp. 345-358. doi:10.4236/jss.2020.810023
Norbu, P., & Dukpa, P. (2021). “Investigating the Level of the Tenth-grade Students' Self-Efficacy in Mathematics and its Impact on their Performance: A Study in Pemagatshel District”. Asian Research Journal of Mathematics, pp. 34-46. doi:10.9734/ARJOM/2021/v17i230272
Tossavainen, T., Rensaa, R., & Johansson, M. (2021). “Swedish first-year engineering students' views of mathematics, self-efficacy and motivation and their effect on task performance”. International Journal of Mathematics Education in Science and Technology, vol. 52(1), pp. 23-38. doi:https://doi.org/10.1080/0020739X.2019.1656827
Estonanto, A. J., & Dio, R. V. (2019). “Factors causing Mathematics Anxiety of Senior High School Students in Calculus”. Asian Journal of Education and E-learning, vol. 7(1). doi:https://doi.org/10.24203/ajeel.v7i1.5701
Mukuka, A., Mutarutinya, V., & Balimuttajjo, S. (2021). “Mediating Effect of Self-efficacy on the Relationship between Instruction and Students' Mathematical Reasoning”. Journal on Mathematics Education, vol. 12(1), pp. 73-92.
Nipaz, J. G., Belecina, R. R., & Garvida, M. D. (2016). “Language of Encouragement: Effects on Mathematics Anxiety, Self-efficacy and Mathematics Performance of College Students in the Philippines”. World Journal of Research and Review, vol. 2(5), pp. 09-14.
In'am, A., & Sutrismo, E. (2021). “Strengthening Students' Self-efficacy and Motivation in Learning Mathematics through the Cooperative Learning Model”. International Journal of Instruction, vol. 14(1), pp. 395-410. doi:https://doi.org/10.29333/iji.2021.14123a
Espino, M., Pereda, J., Recon, J., Perculeza, E., & Umali, C. (2017). “Mathematics Anxiety and Its Impact on the Course and Career Choice of Grade 11 Students”. International Journal of Education, Psychology and Counseling, vol. 2(5), pp. 99-119.
Odumodu, C. N., & Unachukwa, G. C. (2021). “Effect of Jigsaw Learning Strategy on the Test Anxiety of Students with Mathematics Anxiety in Anambra State Secondary Schools”. International Journal of Education and Evaluation, vol. 7(2), pp. 52-59.
. Delgado, K. D., & Kassim, S. (2019). “Mathematics Anxiety among Young Filipino Learners: Investigating the Influence of Gender and Socio-Economic Status”. Science International (Lahore), vol. 31(3), pp. 575-579. Retrieved from https://eric.ed.gov/?id=ED596724
Asikhia, O. A. (2021). “Gender Effect on Mathematics Anxiety of Secondary School Students in Ogun West Senatorial District, Nigeria”. Asian Journal of Education and Social Studies, vol. 15(4), pp. 17-23. doi:10.9734/AJESS/2021/v15i430386
Lacia, M. R., Ben, F., & Elizar, E. (2020). “Examining the Gender and Grade Level Differences in Mathematics Anxiety”. Presented at 10th Annual International Conference on Social Science. Banda Aceh, Indonesia.
Alico, J. C., Maraorao, U. D., & Maraorao, R. D. (2017). “Personal Variables and Anxiety in English and Mathematics: Correlational and Comparative Investigation among Pre-University Students”. International Journal for Innovation Education and Research, vol. 5(11), pp. 48-61. Retrieved from https://ijier.net/ijier/article/view/852
Erdem, E. (2017). “A Current Study on Grade/Age and Gender-Related Chance in Mah Anxiety”. European Journal of Education Studies, vol. 3(6), pp. 396-413.
Winarso, W., & Haqq, A. A. (2019). “Psychological disposition of student; Mathematics anxiety versus happiness learning on the level education”. International Journal of Trends in Mathematics Education Research, vol. 2(1), pp. 19-25. doi:https://doi.org/10.33122/ijtmer.v2i1.32
Pellizzari, M., & Billari, F. (2012). “The younger, the better? Age-related differences in academic performance at university”. Journal of Population Economics, vol. 25, pp. 697-739.
Ducay, J. T., & Alave, A. D. (2021). “Self-Efficacy, Anxiety and Academic Performance in Mathematics of Junior High School Students”. Globus Journal of Progressive Education, vol. 11(1), pp. 41-46.
Cuevas, M. M., & Berou, M. L. (2016). “Students' Mathematics Self-Efficacy and Anxiety as Correlates to Academic Performance”. University of Bohol Multidisciplinary Research Journal, vol. 4, pp. 1-18.
Probst, J. R. (2019). “A Causal-Comparative Analysis of Mathematics Self-Efficacy Based on Gender and Math Acceleration”. Unpublished Thesis. Retrieved from https://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=3104&context=doctoral
Ozdemir, A., Karasan, S., & Sahal, M. (2020). “An examination of the relationship between secondary school students' abstract thinking skills, self-efficacy perceptions, and attitudes towards mathematics”. Participatory Educational Research Journal. doi:http://dx.doi.org/10.17275/per.21.45.8.2
Hiller, S. E., Kitsantas, A., Cheema, J. E., & Poulou, M. (2020). “Mathematics anxiety and self-efficacy as predictors of mathematics literacy”. International Journal of Mathematical Education in Science and Technology. doi:https://doi.org/10.1080/0020739X.2020.1868589
Mariera, N. M., Murugami, M., & Muthee, J. (2021). “Mathematics Efficacy Among Students with Dyscalcula in Public High Schools in Kandra Sub-Country, Murunga County, Kenya”. European Journal of Education Studies, vol. 8(7), pp. 267-275. doi:10.46827/ejes.v8i7.3828
Negara, H. P., Nurlaelah, E., Wahyudin, Hernan, T., & Tamur, M. (2021). “Mathematics self-efficacy and mathematics performance in online learning”. Journal of Physics. doi:10.1088/1742-6596/1882/1/012050
Rozgonjuk, D., Kraav, T., Mikkor, K., Puurand, K. O., & Taht, K. (2020). “Mathematics anxiety among STEM and social sciences students: the roles of mathematics self-efficacy, and deep and surface approach to learning”. International Journal of STEM Education, 1-11. doi:10.1186/s40594-020-00246-z
Jiang, R., Liu, R.-d., Star, J., Zhen, R., Wang, J., Hong, W., . . . Fu, X. (2021). “How mathematics anxiety affects students ‘in?exible perseverance in mathematics problem-solving: Examining the mediating role of cognitive re?ection”. British Journal of Educational Psychology, pp. 237-260. doi:10.1111/bjep.12364
Salazar, R. E., & Basierto, R. C. (2021). “Classroom Learning Environment and Self-Efficacy in Mathematics of Freshmen Engineering Students of the University of Eastern Philippines”. Asian Journal of Advanced Research and Reports, vol. 15(2), pp. 94-101. doi:10.9734/AJARR/2021/v15i230371
Van der Beek, J., Van der Ven, S., Kroesbergen, E. H., & Leseman, P. (2017, April 25). “Self-concept mediates the relation between achievement and emotions in mathematics”. British Journal of Educational Psychology, vol. 87(3), pp. 478-495. doi:https://doi.org/10.1111/bjep.12160
Delima, N., Rahmah, M. A., & Akbar, A. (2018). “The Analysis of Students' Mathematical Thinking based on Their Mathematics Self-Concept”. Journal of Physics: Conference Series. IOP Publishing. doi:10.1088/1742-6596/1108/1/012104
Jameel, H. T., & Ali, H. H. (2016). “Causes of Poor Performance in Mathematics from the Perspective of Students, Teachers, and Parents”. American Scientific Research Journal for Engineering, Technology, and Sciences, vol. 15(1), pp. 122-136.