Chapter 1

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CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
Introduction
There is a relationship between mathematics anxiety and
attitude toward mathematics, with high anxiety leading to low
performance and moderate anxiety leading to high performance.
(CM. Mugemi, CM. Gitong, & P. Rugano, 2021). Many students are
currently experiencing or being influenced by mathematics in
terms of their cognitive and psychological development. According
to the study, many students experience math anxiety which affects
their performance
Many Senior High School Students especially Grade 11
students involvement are not been fully realized due to their
fear of this subject that they are unable to express themselves
because they are afraid being judged by the other students and
teachers who have caused or managed to silence them. According to
J. Zhang, N. Zhao, and Q. Kong (2019), the negative math anxiety
performance link is stronger among senior high school students
than among lower-grade students. Therefore, this researcher was
meant to gather information on grade 11 students who are having
cognitive and psychological problems in math-related subjects.
Students appear to begin thinking about the course they want
to take in college as early as Senior High School or Grade 11.
However, it appears that the subjects related to mathematics are
becoming more difficult in this grade, which has a negative
impact on the student's psychological thinking. It turns out that
this subject is also affected by the student's strand and can
influence the course they want to take.
As included by CM. Mutegi et al. (2021), mathematics
performance was negatively correlated with mathematics anxiety.
This suggests that the two variables should be given appropriate
attention to produce a better and more positive result. The
researcher stated that the mathematics is poorly performed due to
inadequate
resources, poor methods, a classroom and an assembly room, and a
mathematical attitude. Furthermore, math anxiety can account for
the association between math ability and strand outcomes,
suggesting that the past link may be partially explainable by
attitudes toward math, In this statement, the researcher states
that math anxiety leads to career avoidance. (R. Daker et al.,
2022).
Memory-based math problems stimulate a region of the brain
called the dorsolateral prefrontal cortex, which has been linked
to depression and anxiety among Grade 11 students of LNHS, so
this phenomenon prompted researchers;
(a) To find out what is the psychological effect of math subjects
on grade 11 students, how does it affect them, and the possible
solution to this problem as soon as possible.
(b) To encourage the mathematics teachers of the SHS department
of LNHS to provide more simple explanations so that eleventh
grade students of LNHS can more easily understand the lessons
taught by their teacher.
(c) To make LNHS teachers aware of how students feel when they
cannot follow what their math teacher will teach.
The study was about the analysis of psychological effect of
math related subjects to the selected grade eleventh students of
Senior High School. This research will be conducted in Lolomboy
National High School. The place of the study was at LNHS which
located on Bunducan, Bocaue Bulacan. Tied on the period of March
to May 2023.
REVIEW OF RELATED LITERATURE
This review will assist researchers in identifying
gaps in current knowledge and areas that require additional
research, as well as in developing research questions and
hypotheses. It will review existing literature on the
psychological effects of math related subjects on students in
order to provide a comprehensive overview of current knowledge on
this area.
General academic anxiety and math anxiety in primary school.
The impact of math anxiety on calculation skills. This study
investigated the relationship between mathematics anxiety and
gender, grade, career choices, and academic achievement in Grades
10, 11, and 12. Results showed that Grade 12 students have higher
levels of math anxiety than others, and students choosing
finance,
economics, or industrial engineering to pursue higher education

also experienced higher levels of mathematics anxiety. This study
contributes to the discussion about the nature of mathematics
anxiety and the relationship between it and academic achievement.
An Investigation of Mathematics Anxiety and Academic Coping

Strategies Among High School Students in Vietnam: A Cross-
Sectional Study. This study investigated the relationship between
mathematics anxiety and gender, grade, career choices, and
academic achievement in Grades 10, 11, and 12. Results showed
that Grade 12 students have higher levels of math anxiety than
others, and students choosing finance, economics, or industrial
engineering to pursue higher education also experienced higher
levels of mathematics anxiety. This study contributes to the
discussion about the nature of mathematics anxiety and the
relationship between it and academic achievement.
Related Studies
Mathematics anxiety among STEM and social sciences students:

the roles of mathematics self-efficacy, and deep and surface
approach to learning. Mathematics anxiety has been described as
experiencing feelings of panic and helplessness when asked to
solve a mathematical task or problem (Tobias & Weissbrod, 1980).
Psychological as well as physiological symptoms may appear when
feeling anxious1 about mathematics.
Mathematics anxiety and coping strategies among middle
school students: relations with students’ achievement goal
orientations and level of performance. The present study examined
middle school students’ coping strategies in mathematics classes
and if these strategies were influenced by the students’ previous
grades in mathematics, their achievement goal orientation, and
their level of math anxiety. Associations were explored between
three achievement goal orientations (mastery goals, performance-
avoidance goals, and performance approach goals) and two coping
strategies (problem-focused strategies and self-protective
strategies).
Synthesis of Review Related Literature and Studies
Math anxiety is a common problem that has a negative impact
on students' math performance. Several studies on the subject
have found that math anxiety is associated with poor calculation
accuracy, speed, and numerical knowledge, as well as poor written
calculation scores. Furthermore, math anxiety can cause feelings

of panic and helplessness, both psychologically and
physiologically. One study looked at the link between math
anxiety and a variety of demographic factors like gender, grade,
course, career, and academic achievement. Students in grade 12
have higher levels of math anxiety than students in other grades,
and students pursuing higher education in finance, economics, or
industrial engineering have a high level of math anxiety as well.
Another study looked into middle school students' math coping
strategies.
Conceptual Framework
l. Profile of the Assessment of Assessed the

Respondents psychological
the factors in math-
•Grade 11 STEM psychological related learning
students at LNHS
impact of math- areas that affect
•Grade 11 ABM related learning the students'
students at LNHS anxiety, self-
areas on grade efficacy, learning
ll. Psychological 11 students at styles,
Factors Lolomboy motivation,
mindset,
•Anxiety National High
intelligence,
School through: interest, self-
•Self-efficacy
confidence, and
•Learning styles -Descriptive academic stress.
Survey
•Motivation Action plan
•Mindset -One on One
Less
Interview complicated
•Intelligence
explanations are
•Interest -Statistical provided by math
Analysis teachers in the
•Self-confidence LNHS SHS
•Academic stress
-Qualitative department to help
Observation students in the
eleventh grade
understand the
subjects being
taught
FEEDBACK
Figure 1: Conceptual Paradigm of the study

Figure 1 shows the conceptual model of the study of
psychological impact of math learning areas on grade 11 students
of Lolomboy National High School.
The first frame presents the input of the study, which

includes the profile of the respondents such as grade level,
strand, and their school, and the psychological factors with
respect to anxiety, self-efficacy, learning styles, motivation,
mind-set, intelligence, interest, self-confidence, and academic
stress.
The second frame presents the process of the study, which
involves assessment of the psychological impact of math-related
learning areas on grade 11 students at Lomboy National High
School through a descriptive survey, a one-on-one interview,
statistical analysis, and qualitative observation.
The third frame presents the output of the study, which
includes the assessed psychological factors in math-related
learning areas that affect the students' anxiety, self-efficacy,
learning styles, motivation, mindset, intelligence, interest,
self-confidence, and academic stress, as well as the proposed
action plan.
The arrows connecting the input to the process and the

output demonstrate the connection and transformation of the
profile and attributes with the actions done into results that
are regarded output.
The arrow from input to output indicates feedback,
which reflects the flow's continuity and the elements'
connection.
A RESEARCH PROPOSAL PRESENTED TO SENIOR HIGH SCHOOL
A RESEARCH STUDY ABOUT:
PSYCHOLOGICAL IMPACT OF MATH RELATED

LEARNING AREAS TO GRADE 11 STUDENTS
OF LOLOMBOY NATIONAL HIGH SCHOOL
FROM MARCH-MAY 2023
Grade & Section: 11-STEM Integrity

Research Adviser: Faizal C. Jacang
Members:
Nelson M. Decena
Jhon Juls Aseniero
Jerome Inducil
Adrian Talabo

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economics, or industrial engineering to pursue higher education

An Investigation of Mathematics Anxiety and Academic Coping

Mathematics anxiety among STEM and social sciences students:

calculation scores. Furthermore, math anxiety can cause feelings

l. Profile of the Assessment of Assessed the

Figure 1: Conceptual Paradigm of the study

The first frame presents the input of the study, which

The arrows connecting the input to the process and the

PSYCHOLOGICAL IMPACT OF MATH RELATED

Grade & Section: 11-STEM Integrity

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