COPING STRATEGIES ON OVERCOMING MATHEMATICS

ANXIETY AMONG THE HIGH SCHOOL STUDENTS

Jade T. Abuelo, Mark Rey A. Ampuan, Rina J. Aldamar, and Almera B. Akmad
University of Southern Mindanao, Kabacan, Cotabato

ABSTRACT

Mathematics anxiety plays a crucial role in one’s educational experiences

and once it had been establishing, its defacing effects will last through the years.
Coping strategies has been assessed and studied to have an academic value
and were shown effective in alleviating mathematics anxiety. However, there is
still a lack in the body of the literature that examined the application of these
coping strategies and its relationship to the level of mathematics anxiety of the
junior high school students in Kabacan, Cotabato. The quantitative study
examined the relationship between the level of mathematics anxiety and the
coping strategies on overcoming mathematics anxiety. The respondents were
100 junior high school students of Kabacan Wesleyan Academy, Inc. The study
used descriptive-correlational research design. The study revealed that the
junior high school students have moderate level of mathematics anxiety and
moderately positive coping strategies on overcoming mathematics anxiety. It
was further concluded that there exists a weak positive correlation between the
coping strategies brain breaks, collaborative learning, humor and expressive
writing with the respondents’ level of mathematics anxiety; and a very weak
positive correlation between the coping strategy music and the respondents’
level of mathematics anxiety.

Keywords – coping strategies, mathematics anxiety, junior high school students

INTRODUCTION

In the words of Andrews and Brown (2015), Math anxiety was first
experienced by students when they are in between of their 6th and 9th grades,
wherein when not treated or not alleviated, it will gradually increase up until the
high school and college years of the student. Furthermore, being conscious of
the negative aspect of mathematics anxiety and the way can it affect an
individual’s performance towards learning mathematics, then the power to
watch and control these emotions are necessary components in overcoming
mathematics anxiety (Khasawneh, 2021).
In pursuit of achieving a development in the competency to mathematics,
the Philippine educational system promotes camaraderie and critical thinking
skills among students, various coping strategies and mathematics trainings
through having enrichment and remedial programs that is advocated by various
schools in public and private sectors to contribute in alleviating mathematics
anxiety (Santos, Belecina, & Diaz, 2015).
Mathematics anxiety is real and it is often experienced by anyone at any
age no matter the mathematical ability that he or she possess (Bantiding, 2019).
According to Mathematics teachers, particularly in Kabacan, North Cotabato,
as they observed, most of the junior high school students usually hates and
despises Mathematics subject. Thus, it was imperative to determine the
difficulties, at the same time, the strategies that they will need to utilized in order
to cope up with the mathematics anxiety.
Numerous studies focused on the strategies to be proactive in dealing with
mathematics anxiety however there is still a lack in the implementation of the
suggested coping strategies on overcoming mathematics anxiety since it is still
alarming in the present time being especially in the high school students of
Kabacan. To address the existing gap, this study determines the level of
mathematics anxiety and coping strategies of the high school students
examined the significant relationship among them.
The study has the objective to determine the coping strategies on
overcoming mathematics anxiety among high school students. Specifically, the
study aimed (1) to determine the level of mathematics anxiety using the
Abbreviated Mathematics Anxiety Rating Scale (A-MARS); (2) determine the
coping strategies on overcoming mathematics anxiety; and (3) examine the
relationship between the level of mathematics anxiety and the coping strategies
on overcoming mathematics anxiety. Moreover, the null hypothesis of the study
was there is no significant relationship between the level of mathematics anxiety
and the coping strategies on overcoming mathematics anxiety.

MATERIALS AND METHODS

This study is a quantitative research that utilized a descriptive-correlational

research design. The general procedure of describing the level of mathematics
anxiety and coping strategies on overcoming mathematics anxiety and in
examining the relationship between levels of mathematics anxiety and coping
strategies on overcoming mathematics anxiety among the high school students
of Kabacan Wesleyan Academy, Inc.
The study used an adopted questionnaire from Smith-Nelson (2016). The
level of mathematics anxiety was measured using the abbreviated 25-item
version of the Mathematics Anxiety Rating Scale (MARS) of Richardson and
Suinn. The respondents have to respond in a five-point Likert scale varying from
(1) “not at all” to (5) “very much”. The respondents coping strategies were
measured using an adopted questionnaire from the study of Smith-Nelson
(2016). The respondents have to respond in a five-point Likert scale varying
from (1) “never” to (5) “always”. Moreover, the relationship between level of
mathematics anxiety and coping strategies was measured using an adopted
questionnaire from the study of Smith-Nelson (2016). The respondents have to
respond in a four-point Likert scale varying from (1) strongly disagree” to (4)
“strongly agree”.
The study utilized stratified random sampling in selecting one hundred
(100) Junior High School (JHS) students of Kabacan Wesleyan Academy, Inc
currently enrolled in the School Year 2021-2022. Through a request to conduct
the study, the researcher asked permissions from the principal, teachers,
parents and the junior high school students of the Kabacan Wesleyan Academy,
Inc. to conduct the study. Given that the respondents are still minors; a parent
consent was administered through Google Form. Upon approval, following the
minimum health protocol given by IATF, the survey was administered online
through Google Form. The survey process took no longer than 20 minutes and
was arranged at a time convenient for the students’ schedule. The data
gathered from the students was tallied, tabulated and analyzed using
descriptive statistics particularly weighted mean. Spearman rank correlation or
Spearman’s rho was employed to analyze the relationship that exists between
the level of mathematics anxiety and the coping strategies on overcoming math
anxiety among the high school students of Kabacan Wesleyan Academy Inc.

RESULTS AND DISCUSSION

Table 1. Level on Mathematics Anxiety

Statement Weighted Mean Verbal Description
Studying for a math test. 3.27 A fair amount
Taking math section of the entrance
2.89 A fair amount
exam.
Taking an exam (quiz) in a math
3.46 A fair amount
subject.
Taking an exam (final) in a math
3.82 Much
subject.
Picking up math textbook to begin
3.16 A fair amount
working on a homework assignment.
Being given homework assignments of
many difficult problems that are due the 3.40 A fair amount
next class meeting.
Thinking about an upcoming math test
3.02 A fair amount
1 week before.
Thinking about an upcoming math test
3.79 Much
1 day before.
Thinking about an upcoming math test
3.93 Much
1 hour before.
Realizing you have to take a certain
number of math classes to fulfill 3.17 A fair amount
requirements.
 Picking up math textbook to begin a
3.19 A fair amount
difficult reading assignment.
Receiving your final math grade. 3.52 Much
Opening a math or stat book and
3.37 A fair amount
seeing a page full of problems.
Getting ready to study for a math test. 3.22 A fair amount
Being given a “pop” quiz in a math
2.94 A fair amount
class.
Reading a cash register receipt after
2.58 A fair amount
your purchase.
Being given a set of numerical
problems involving addition to solve on 2.98 A fair amount
paper.
Being given a set of subtraction
2.94 A fair amount
problems to solve.
Being given a set of multiplication
3.10 A fair amount
problems to solve.
Being given a set of division problems
3.13 A fair amount
to solve.
Buying a math textbook. 2.28 A little
Watching a teacher work on algebraic
3.22 A fair amount
equation on the blackboard.
Signing up a math course. 2.34 A little
Listening to another student explain a
3.24 A fair amount
math formula.
Walking into a math class. 2.55 A fair amount
Overall Mean 3.14 A fair amount
Legend:
1.00 – 1.49 Not at all (Low level mathematics anxiety)
1.50 – 2.49 A little (Fairly level mathematics anxiety)
2.50 – 3.49 A fair amount (Moderate level mathematics anxiety)
3.50 – 4.49 Much (Acceptable level mathematics anxiety)
4.50 – 5.00 Very much (High level mathematics anxiety)

Among all the statements that assessed the respondents’ level of

mathematics anxiety, thinking about an upcoming math test 1 hour before got
the highest weighted mean of 3.93 while buying a math textbook had the lowest
weighted mean of 2.28. The respondents’ level of mathematics anxiety had an
overall mean of 3.1404 which implies that the respondents have a moderate
level of mathematics anxiety.
Some respondents were anxious when thinking about an upcoming math
test 1 hour before while some felt less at ease when buying a math textbook.
This was supported by the study of Park, Ramirez, & Beilock (2014) which
stated that a person is experiencing a moderate level of mathematics anxiety
when about to attempt a math test, they are most likely to have negative
thoughts when they are asked or to execute a mathematics task. Furthermore,
the moderate level of mathematics anxiety is still not a good indication because
this means that the respondents still feel uncomfortable when confronted with
situations and problems involving mathematics. The respondents still have
mathematics anxiety which is most common between the sixth and ninth years
of a student. Park et al. (2014) stated that it is expected that between 25% and
80% of students will have experiences of mathematics anxiety especially when
they are facing their academic journey. To put it another way, research indicates
that the mathematics anxiety affects the development of a learner personally
and professionally.

Table 2. Coping Strategies on Overcoming Mathematics Anxiety

Coping Strategies Weighted Mean Verbal Description
Brain Breaks 3.47 Sometimes
Collaborative Learning 3.16 Sometimes
Music 3.26 Sometimes
Humor 3.23 Sometimes
Expressive Writing 2. 79 Sometimes
Overall Mean 3.18 Sometimes
Legend:
1.00 – 1.49 Never (Highly negative)
1.50 – 2.49 Rarely (Negative)
2.50 – 3.49 Sometimes (Moderately positive)
3.50 – 4.40 Often (Positive)
4.50 – 5.00 Always (Highly positive)

Among the list of strategies that has been assessed to have an academic
value and have been shown in research to be effective in reducing mathematics
anxiety, the results revealed that Brain breaks is the strategy that has been
often used by the respondents with a weighted mean of 3.55. However, it was
found that Expressive Writing is the strategy that has been sometimes used by
the respondents with a weighted mean of 3.18. The overall mean of the coping
strategies used by the respondents is 3.18 which implies that these coping
strategies were moderately positive coping strategies.
The results were supported by the study of Khiat (2013) which argued that
some students employed strategies to succeed in studying mathematics, such
as doing work, asking help, attempting to understand the study material, solving
problems, and collaborating with others. The former strategies might be thought
of as adaptive because they can lead to enhanced learning and comprehension.
However, this can’t guarantee that it will fully alleviate the existing mathematics
anxiety since students may also fail because they do not understand how to
tackle other difficulties despite studying hard, listening to the teacher, and
cooperating with the class (Skaalvik, 2018). Since most students struggle to
solve mathematics issues, more students think adversely about how they deal
with their challenges

Table 3. Relationship between level of mathematics anxiety and coping

strategies on overcoming mathematics anxiety
Spearman’s rho correlation p – value
coefficient (𝑟𝑠)
Level of Mathematics Anxiety VS. .33 .00
Brain Breaks
Level of Mathematics Anxiety VS. .28 .00
Collaborative Learning
Level of Mathematics Anxiety VS. .06 .54
Music
Level of Mathematics Anxiety VS. .31 .00
Humor
Level of Mathematics Anxiety VS. .31 .00
Expressive Writing

**. Correlation is significant at the 0.05 level of significance (2-tailed).

Legend:
0.90 – 1.00 (-0.90 – -1.00) Very strong correlation
0.70 – 0.89 (-0.70 – -0.89) Strong correlation
0.40 – 0.69 (-0.40 – -0.69) Moderate correlation
0.20 – 0.39 (-0.20 – -0.39) Weak correlation
0.00 – 0.19 (-0.00 – -0.19) Very weak correlation

The brain breaks coping strategy was found to have a significant

correlation with the level of mathematics anxiety at 2-tailed 0.05 level of
significance. Brain breaks have a positive weak correlation with the level of
mathematics anxiety (𝑟𝑠= .33). The collaborative learning coping strategy was
found to have a significant correlation with the level of mathematics anxiety at
2-tailed 0.05 level of significance. Collaborative learning has a positive weak
correlation with the level of mathematics anxiety (𝑟𝑠= .28). The music coping
strategy was found to have insignificant correlation with the level of
mathematics anxiety at 2-tailed 0.05 level of significance. Music have a positive
very weak correlation with the level of mathematics anxiety (𝑟𝑠= .06). The humor
coping strategy was found to have a significant correlation with the level of
mathematics anxiety at 2-tailed 0.05 level of significance. Humor have a positive
very weak correlation with the level of mathematics anxiety (𝑟𝑠= .31). The
expressive writing coping strategy was found to have a significant correlation
with the level of mathematics anxiety at 2-tailed 0.05 level of significance.
Expressing writing have a positive weak correlation with the level of
mathematics anxiety (𝑟𝑠= .31).
The positive weak correlation between level of mathematics anxiety and
the coping strategies brain breaks, collaborative learning, humor and
expressive writing indicates that while both level of mathematics anxiety and
coping strategies tend to go up in response to one another, the relationship that
exists between them is not very strong. This conform with the studies of Bruneye
et al. (2013), Cafarella (2014), Ford et al. (2012) and Beilock & Maloney (2015)
which implies that these coping strategies does have a significant relationship
in alleviating the level of mathematics anxiety.

CONCLUSION

The main purpose of the study was to address the gap in the literature
about the coping strategies on overcoming mathematics anxiety among the high
school students in Kabacan, Cotabato. In order to address the gap, the study
aimed to examine the relationship between the level of mathematics anxiety
and coping strategies on overcoming mathematics anxiety. The study
concluded that the high school students of Kabacan Wesleyan Academy, Inc.
have moderate level of mathematics anxiety, moderately positive coping
strategies on overcoming mathematics anxiety, and the relationship that exists
between them is a weak positive correlation. The researchers further
recommend that students must take ownership of their own learning and
attitudes, wherein Shields (2016) argues that behavior was determined by
attitude, and that learned response such as anxiety can be unlearned if coping
strategies will be applied accordingly. Also, mathematics teachers can intervene
by emphasizing the need of making the course engaging while also enhancing
students' self-efficacy which is supported by Benken (2015). Both teachers and
students equipping the 21st century skills, combining the laboratory and
traditional way of teaching and learning mathematics will make the student
comfortable and while learning, pre-existing math anxiety is alleviated and not
triggered.

ACKNOWLEDGMENTS

First and foremost, all praises, thanks and glory to the God
Almighty/Allah, for His showers of blessings throughout the research work. For
His unending guidance, mercy and for continuously giving the researchers the
required wisdom, knowledge and strength to pass any challenges that came is
their way to the completion of the study.
 To Dr. Paul John B. Ongcoy, for his patience, motivation, intellectual and
moral support as their research adviser whose sincerity and encouragement
that they will never forget.
To the panelists who gave the researchers encouragement, insightful
comments and constructive criticisms that made them better researchers in the
future.
To Kabacan Wesleyan Academy, Inc., headed by the ever dynamic Dr.
Rosalita P. Rabia Ed.D., to Rev. Alexander B. Ramos, the Junior High School
Students Teacher-In-Charge, KWAI teachers, KWAI students and their
parents who voluntarily gave their permissions and participated in the conduct
of the study which helped the researchers come up with a comprehensive study
that would benefit the school and the future researcher/s in the quest for quality
education.
To the researchers’ parents and friends for their undying support,
motivation, love and whom they share this fruitful journey with.

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