Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 42 no. 2 (2025)

Math Anxiety of Junior High School Students: Basis for Supported Technology-Assisted Instruction

Sharlynne Vargas

Discipline: Education

 

Abstract:

Math anxiety is a significant barrier affecting the academic performance and emotional well-being of Junior High School students. This study investigated the levels of math anxiety among students in Grades 7 to 10 in a private secondary school in Bacolod City, Philippines. Using a quantitative descriptive-comparative design, anxiety was assessed across four domains: math class situations, math test situations, homework and assignments, and general thoughts about math. Results indicated moderate to high levels of anxiety, with math test situations eliciting the greatest anxiety. Female students consistently reported higher anxiety levels than males, particularly in classroom participation and test scenarios. Grade 9 students experienced the highest anxiety levels across all domains, while Grade 10 students reported the lowest, suggesting developmental trends in coping strategies. The study utilized nonparametric statistical methods, including Mann-Whitney U, Kruskal-Wallis, and Friedman tests, to analyze differences by sex, grade, and anxiety domains. These findings underscore the need for targeted interventions that address both cognitive and emotional factors contributing to math anxiety. Based on the results, a Technology-Assisted Instruction (TAI) plan is proposed, emphasizing scaffolded teacher support, digital tools, and anxiety-reducing strategies tailored to students’ specific needs. This study contributes valuable data to the limited Philippine literature on math anxiety interventions, providing a foundation for evidence-based practices to improve student engagement and achievement



References:

  1. Ashcraft, M. H., & Kirk, E. P. (2021). The relationships between mathematics anxiety and mathematics performance: A meta-analytic review. Psychological Bulletin, 147(6), 528-552. https://doi.org/10.1037/bul0000321
  2. Ashcraft, M. H., & Krause, J. A. (2019). Working memory, math performance, and math anxiety. Current Directions in Psychological Science, 28(3), 271–276. https://doi.org/10.1177/0963721419832540
  3. Ashcraft, M. H., & Moore, A. M. (2021). Mathematics anxiety and the affective drop in performance. Journal of Experimental Psychology: General, 150(9), 1737–1755. https://doi.org/10.1037/xge0000989
  4. Bai, X., & Wang, Y. (2022). The relationship between math anxiety and academic performance in middle school students: A longitudinal study. Journal of Educational Psychology, 114(3), 259–272. https://doi.org/10.1037/edu0000609
  5. Beilock, S. L., & Malmberg, J. R. (2022). Math anxiety and working memory: A review of the evidence. Educational Psychology Review, 34(1), 1-22. https://doi.org/10.1007/s10648-021-09517-3
  6. Beilock, S. L., & Maloney, E. A. (2021). Math anxiety: A factor in math performance and achievement. Trends in Cognitive Sciences, 25(5), 372–374. https://doi.org/10.1016/j.tics.2021.02.005
  7. Bower, M. (2019). Design of technology-enhanced learning environments to support collaborative learning in mathematics education. Mathematics Education Research Journal, 31(1), 1-15. https://doi.org/10.1007/s13394-019-00263-w
  8. Carey, E. L., Beilock, S. L., & Maloney, E. A. (2022). Societal pressures and math anxiety in female students: The role of self-efficacy. Learning and Individual Differences, 90, 101990. https://doi.org/10.1016/j.lindif.2021.101990
  9. Cheng, L., & Zhao, X. (2021). A meta-analysis of the relationship between math anxiety and math performance: Moderating effects of age, sex, and other factors. Journal of Educational Psychology, 113(2), 194-210. https://doi.org/10.1037/edu0000421
  10. Corpuz, C. P., & Galang, A. A. (2022). Reducing math anxiety through adaptive learning platforms: A case study on Cerebry. Journal of Educational Technology and Innovation, 9(1), 33–46.
  11. Devine, A., Fawcett, K., Szűcs, D., & Dowker, A. (2018). Gender differences in math anxiety and the relation to math performance while controlling for test anxiety. Behavioral and Brain Functions, 14(1), 1–9. https://doi.org/10.1186/s12993-018-0147-6
  12. Dizon, J. R., & Angeles, L. M. (2021). Effectiveness of Cerebry as a supplementary tool in teaching calculus in a blended learning setup. Philippine Journal of Science Education, 47(2), 15–28.
  13. Foley, A. E., Herts, J. B., Borgonovi, F., Guerriero, S., & Malanchini, M. (2023). Teacher-led strategies to reduce math anxiety: Meta-analytic evidence and implications. Educational Psychology Review, 35(1), 119–144. https://doi.org/10.1007/s10648-022-09674-7
  14. Godoy, J. (2021). Gamified learning interventions to reduce math anxiety in secondary students. Journal of Educational Technology & Society, 24(2), 45–58.
  15. Gorospe, R. (2022). Understanding math anxiety among Filipino junior high students: Local perspectives and intervention needs. Philippine Journal of Educational Research, 59(3), 215–230.
  16. Glover, A. R., & Williams, M. E. (2021). Sex differences in math anxiety: A review of biological and sociocultural factors. Psychology of Learning and Motivation, 68(3), 149–162. https://doi.org/10.1016/j.plam.2021.05.003
  17. Hembree, R. (2021). The nature, effects, and relief of mathematics anxiety. Journal for Research in Mathematics Education, 52(2), 174–189. https://doi.org/10.5951/jresematheduc.52.2.0174
  18. Hembree, R. S. (2021). Mathematics anxiety: A review of research. Journal of Educational Research, 114(3), 328–345. https://doi.org/10.1080/00220671.2021.1919932
  19. Johannessen, T. E., & Linder, J. (2019). Engaging students in mathematics: A framework for utilizing interactive technologies to promote active learning. Journal of Educational Technology & Society, 22(3), 35-44. https://www.jstor.org/stable/26872469
  20. Johnson, A., Smith, B., & Lee, C. (2020). The impact of technology-assisted instruction on student engagement and performance: A systematic review. Educational Technology Research and Development, 68(3), 1251-1272. https://doi.org/10.1007/s11423-020-09723-
  21. Johnson, T. L., & Williams, K. R. (2021). Math tests: Evaluative instruments and their influence on student performance and anxiety. Educational Assessment Quarterly, 28(4), 452–468. https://doi.org/10.1080/10455434.2021.1905682
  22. Kong, D. M., & Lee, S. J. (2022). The mathematics classroom as a learning environment: Investigating students’ emotional experiences and academic outcomes. Mathematics Education Review, 21(2), 115–128. https://doi.org/10.1016/j.mathedrev.2022.05.003
  23. Lee, J., & Reeve, J. (2022). Supported teacher-assisted instruction: An effective approach to mitigating math anxiety and enhancing student learning. Teaching and Teacher Education, 112, Article 103611. https://doi.org/10.1016/j.tate.2022.103611
  24. Lee, J. M., & Johnson, S. K. (2020). Grade level and academic achievement: A longitudinal study of student performance across grades. Journal of Educational Psychology, 112(4), 642–654. https://doi.org/10.1037/edu0000420
  25. Liu, Y., He, Y., & Zhang, W. (2020). Reducing math anxiety through technology-assisted learning: The role of interactive tools in fostering student engagement. Mathematics Education Research Journal, 32(1), 81-95. https://doi.org/10.1007/s13394-019-00322-3
  26. Maloney, E. A., & Beilock, S. L. (2018). Math anxiety: Who has it, why it develops, and how to guard against it. Trends in Cognitive Sciences, 22(5), 293–300. https://doi.org/10.1016/j.tics.2018.02.008
  27. Maloney, E. A., & Beilock, S. L. (2021). Cognitive mechanisms of math anxiety and performance. Current Opinion in Behavioral Sciences, 38, 28–33. https://doi.org/10.1016/j.cobeha.2020.09.009
  28. Maloney, E. A., O’Rourke, D. S., & Beilock, S. L. (2021). Understanding the complex role of math anxiety in student performance. Educational Psychologist, 56(3), 148-161. https://doi.org/10.1080/00461520.2020.1799087
  29. Mariano, R., & Enriquez, A. (2021). Teacher-assisted instruction and its impact on math anxiety in Filipino learners. Asia Pacific Journal of Multidisciplinary Research, 9(1), 14–25.
  30. Meyer, J. (2019). Engaging students in collaborative learning through digital platforms: The role of Padlet in reducing student anxiety and boosting participation. Educational Technology Research and Development, 67(3), 453-468. https://doi.org/10.1007/s11423-019-09639-1
  31. Morsanyi, K., Bussey, K., & Jones, G. (2021). Gender differences in math anxiety: A meta-analytic review of intervention effectiveness. Psychology of Women Quarterly, 45(2), 207–224. https://doi.org/10.1177/0361684320987431
  32. Namkung, J. M., Peng, P., & Lin, X. (2024). Math anxiety: Negative affect and cognitive beliefs linked to poor math performance. Contemporary Educational Psychology, 74, Article 102094. https://doi.org/10.1016/j.cedpsych.2023.102094
  33. Núñez-Peña, M. I., & Bono, R. (2019). The effects of math anxiety on working memory and problem-solving strategies. Journal of Experimental Psychology: Applied, 25(4), 475–488. https://doi.org/10.1037/xap0000203
  34. Núñez-Peña, M. I., & Suárez-Pellicioni, M. (2019). Gender differences in math anxiety and working memory: Implications for academic performance. Journal of Experimental Psychology: Learning, Memory, and Cognition, 45(2), 307–322. https://doi.org/10.1037/xlm0000586
  35. Nguyen, T., & Lai, S. (2020). The impact of adaptive learning technologies on reducing math anxiety in middle school students. Journal of Educational Psychology, 112(4), 678-692. https://doi.org/10.1037/edu0000387
  36. OECD. (2022). PISA 2022 results: Philippines country report. OECD Publishing. https://doi.org/10.1787/2f0a8e0c-en
  37. O’Flaherty, J., & Phillips, C. (2015). The use of Kahoot! in the classroom to enhance engagement and promote active learning. Journal of Educational Technology Systems, 44(4), 458-471. https://doi.org/10.1177/0047239515572787
  38. Park, D., Ramirez, G., & Beilock, S. L. (2020). The impact of mindfulness training on math anxiety and performance: A randomized controlled trial. Journal of Educational Psychology, 112(6), 1063–1077. https://doi.org/10.1037/edu0000391
  39. Ramirez, G., Chang, H., Maloney, E. A., Levine, S. C., & Beilock, S. L. (2018). On the relationship between math anxiety and math achievement in early elementary school: The role of problem-solving strategies. Journal of Experimental Child Psychology, 167, 256–265. https://doi.org/10.1016/j.jecp.2017.10.004
  40. Ramirez, G., & Beilock, S. L. (2022). Reducing math anxiety through teacher-led interventions: A meta-analytic review. Educational Psychology Review, 34(4), 1169–1193. https://doi.org/10.1007/s10648-021-09613-2
  41. Rabuya, R. (2023). Investigating local factors influencing math anxiety and intervention efficacy in the Philippines. Philippine Journal of Education and Learning, 58(1), 45–59.
  42. Salazar, M. (2025). The role of teacher support in reducing math anxiety among senior high school students. Journal of Philippine Educational Research, 61(1), 77–89.
  43. Santos, M., & Ramos, L. (2019). School leadership and student well-being: Addressing math anxiety through teacher development programs. Journal of Educational Administration, 57(4), 378–393. https://doi.org/10.1108/JEA-07-2018-0136
  44. Stewart, L. P., & Harris, J. M. (2020). General thoughts about math: Exploring students’ attitudes and beliefs toward mathematics. Journal of Educational Psychology, 109(1), 123–136. https://doi.org/10.1037/edu0000414
  45. Sweller, J., Ayres, P., & Kalyuga, S. (2019). Cognitive load theory. Springer Science & Business Media.
  46. Taylor, R. L., & Green, M. P. (2022). Junior high school students and their academic journey: The critical role of grades 7-10 in student development. Journal of Secondary Education, 23(1), 55–68. https://doi.org/10.1177/10534502211041833
  47. Tran, T. D., Phan, T. T. H., & Nguyen, T. H. (2022). Socio-emotional learning integration in math instruction to reduce anxiety: Evidence from ASEAN countries. Asia Pacific Education Review, 23(1), 123–136. https://doi.org/10.1007/s12564-021-09732-9.
  48. Zhu, M., Zhang, J., & Lee, Y. (2020). The impact of gamified learning tools like Kahoot on reducing student anxiety and enhancing participation in high school mathematics classrooms. Journal of Mathematics Education, 39(2), 55-62. https://doi.org/10.5951/jmatheducucan.39.2.0055

Tools


Copyright © 2025  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic