Math Anxiety, Self-Efficacy, and Mathematics Performance of High School Learners

Jimmy  D. Bucar,; Gyllevi Prylle  Bongato,; Izzy Ann  Montablan,

Math Anxiety, Self-Efficacy, and Mathematics Performance of High School Learners

Izzy Ann Montablan | Jimmy D. Bucar | Gyllevi Prylle Bongato

Discipline: Education

Abstract:

Results revealed moderate levels of math anxiety among learners, with the highest anxiety associated with practical, real-world mathematical tasks. Self-efficacy levels were generally low, particularly in learners' perceptions of their overall mathematical abilities compared to peers. However, academic performance showed a positive trend, with 71% of learners performing at or above the "Advancing Proficiency" level. Surprisingly, correlational analysis found no significant relationship between mathematics anxiety and academic performance, nor between self-efficacy and academic performance. This suggests that other factors may play a more crucial role in determining academic outcomes in mathematics. The findings highlight the need for contextualized interventions to address math anxiety and boost self-efficacy, particularly in practical applications of mathematics. Recommendations include enhancing self-efficacy through contextualized interventions, improving teaching strategies, creating supportive classroom environments, and regularly monitoring learners' self-efficacy and performance to provide personalized support. This research contributes to the understanding of psychological factors affecting mathematics education in the Philippine context. It emphasizes the importance of addressing both cognitive and affective aspects of learning to improve mathematics education outcomes. Future studies could explore additional factors influencing academic performance and investigate the effectiveness of specific interventions aimed at reducing math anxiety and enhancing self-efficacy in mathematics education.

References:

Ablian, J. (2022). Mathematics anxiety and mathematics self-efficacy among senior high school learners in public secondary schools.
Alexander, L., & Martray, C. (1989). The development of an abbreviated version of the Mathematics Anxiety Rating Scale. Measurement and Evaluation in counseling and development, 22(3), 143-150.
Ben-Jacob, M. (2019). THE IMPORTANCE OF MATHEMATICS IN STEM EDUCATION. EDULEARN19 Proceedings. https://doi.org/10.21125/EDULEARN.2019.0683
Bhasin, H. (2023). The Significance of Advanced Mathematics in Secondary and Higher Education. European Economic Letters (EEL), 13(3), 1694-1698.https://doi.org/10.52783/eel.v13i3.493
Brewster, B. J., & Miller, T. (2020). Missed Opportunity in Mathematics Anxiety. https://doi.org/10.29333/iejme/8405
Callaman, R., & Itaas, E. (2020). Learners’ mathematics achievement in Mindanao context: A meta-analysis. JRAMathEdu (Journal of Research and Advances in Mathematics Education). https://doi.org/10.23917/JRAMATHEDU.V5I2.10282.
Cresswell, C., & Speelman, C. (2020). Does mathematics training lead to better logical thinking and reasoning? A cross-sectional assessment from learners to professors. PLoS ONE. https://doi.org/10.1371/journal.pone.0236153
Dagdag, J., Anoling, O., Salviejo, R., Pascual, J., & Dagdag, J. (2020). Development of Problem-Solving Efficacy Scales in Mathematics. Universal Journal of Educational Research. https://doi.org/10.13189/ujer.2020.080624.
DepEd Order No. 21, s. 2019. Policy Guidelines on the K to 12 Basic Education Program.
DepEd Order No. 31, s. 2020. Interim Policy Guidelines for Assessment and Grading in Light of the Basic Education Learning Continuity Plan.
Estonanto, A. & Dio, F. (2019). The impact of mathematics anxiety on senior high school learners’ performance in calculus.
Etcuban, J., Capuno, R., Necesario, R., Espina, R., Padillo, G., & Manguilimotan, R. (2019). Attitudes, Study Habits, and Academic Performance of Junior High School Learners in Mathematics. International Electronic Journal of Mathematics Education. https://doi.org/10.29333/IEJME/5768.
Menon, V., & Chang, H. (2021). Emerging neurodevelopmental perspectives on mathematical learning. Developmental Review. https://doi.org/10.1016/j.dr.2021.100964
Moore, T. (2020). Mathematics: The Key to Empowering Tomorrow’s Workforce. https://doi.org/10.1090/noti2029
Nicolaidou, M., & Philippou, G. (2003). Attitudes towards mathematics, self-efficacy and achievement in problem solving. European research in mathematics education III, 1(11).
OECD, R. (2019). Programme for international student assessment (PISA): Results from PISA 2018. Oecd, 1-10.
Pinugu, J. N. J., Ong, A. K. S., & Bautista, J. L. (2023, August). Mathematics Self-Efficacy, Mathematics Anxiety, Community of Inquiry, and Mathematics Engagement of Performance in Mathematics among College Learners using an Online Learning Modality. In Proceedings of the 7^th International Conference on Education and Multimedia Technology (pp. 273-278). https://doi.org/10.1145/3625704.3625754.
Pumwa, J., & Mohamed, A. (2020). Importance of Mathematics in Developing Science, Technology and Engineering Education in Papua New Guinea.
Salazar, R., & Basierto, R. (2021). Classroom Learning Environment and Self-Efficacy in Mathematics of Freshmen Engineering Learners of the University of Eastern Philippines. , 94-101. https://doi.org/10.9734/AJARR/2021/V15I230371.
Siregar, T., Arisman, A., Ardian, R., & Harahap, A. (2023). Research And Developing Mathematics Knowledge Child Development Perspectives, 2022. Elementaria: Journal of Educational Research, 1(2), 65-76. https://doi.org/10.61166/elm.v1i2.11