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RESEARCH TITLE
Explore the Link: Impact of Mathematics Anxiety

on Problem-Solving Skills among 8th Graders
at Tanauan City Integrated High School.
Researchers:
Cacao, Jomalyn B.
Maitim, Geon Cymon R.
Introduction
The research at Tanauan City Integrated 8th-
grade High School investigated the connection between
math anxiety and problem-solving skills among
students. Math anxiety, marked by fear and dread, was
noted to negatively affect students' cognitive processes
and problem-solving abilities. Understanding this
relationship was crucial as unaddressed math anxiety
could hinder students' academic progress in high
school and beyond.
DepEd Order No. 8 (2015), the Policy Guidelines
in Classroom Assessment for the K to 12 Basic
Education Program promoted fair and inclusive
evaluation practices, recognized the varied learning
needs of students. It encouraged ongoing feedback and
support, created an environment that mitigated anxiety
towards mathematics and strengthened problem-
solving abilities.
This study aimed to investigate the correlation
between math anxiety and problem-solving skills
among 8th-grade students at Tanauan City Integrated
High School. By clarifying this relationship, the research
endeavored to provide insights for interventions and
educational strategies aimed at reducing math anxiety
and improving problem-solving abilities. Ultimately, the
goal was to enhance academic achievement and
cultivate a supportive learning atmosphere.
Research Paradigm
Input Process Output
The level of The use of checklists in Significant relationship
mathematics anxiety in gathering of data to support the between mathematics
terms of: topics of investigation anxiety and problem-
• Test anxiety formulated under the statement solving skills among
• Classroom of the problem in terms of Grade 8 students
Participation mathematics anxiety and its
• Homework impact on problem-solving
• Self-Perception skills in mathematics.
The level problem- Data Gathering Procedure Possible Interventions

solving skills in terms
of: Analysis and interpretation of
• Critical Thinking the data.
• Creative Thinking
• Decision-Making Statistical tools to provide
Skills accurate and interpretable
data.
Explore the Link: Impact of Math Anxiety on Problem-
Solving Skills among 8th Graders at Tanauan City
Integrated High School
Statement of the
Problem
1. What is the level of mathematics anxiety among
Grade 8 students at Tanauan City Integrated High
School in terms of:
1.1 Test Anxiety
1.2 Classroom Participation
1.3 Homework
1.4 Self-perception
2. What is the level of problem-solving skills among
Grade 8 students at Tanauan City Integrated High
School as perceived by the teacher in terms of:
2.1 Critical Thinking
2.2 Creative Thinking
2.3 Decision-Making Skills
3. Is there a significant relationship between the
mathematics anxiety and the problem-solving skills
among Grade 8 students?
4. What possible interventions can be implemented to
mitigate mathematics anxiety and enhance problem-
solving skills among Grade 8 students?
Respondents of the
Study
Table B
Distribution of the Respondents
Total Number Mathematics Total Number of Teacher

Teacher Respondents
5 5
Table A
Distribution of the Respondents
Total Number of Student

Total Number of Students
Respondents
740 260
Conclusion
1. That the student showed strong agreement to
mathematics anxiety among Grade 8 students,
particularly in terms of self-perception, followed by
test anxiety, classroom participation, and homework.
2. That the Teachers showed agreement on the

perceived strengths in terms of critical thinking,
creative thinking, and decision-making skills among
Grade 8 students.
3. That there was a significant relationship that existed
between the mathematics anxiety and the problem-
solving skills among Grade 8 students.
4. That based on the findings of the study, interventions

aimed at mitigating mathematics anxiety and enhancing
problem-solving skills may involve fostering a
supportive environment, providing assistance, and
incorporating interactive activities and feedback for skill
development and confidence.
Recommendation
1. Teachers may prioritize creating supportive learning
environments where students feel comfortable
expressing concerns about mathematics anxiety,
addressing anxiety in a supportive atmosphere so that
students can feel more empowered to overcome
challenges and engage more confidently in math-
related tasks.
2. Teachers may incorporate interactive and hands-on
activities that promote critical thinking and creativity to
enhance problem-solving skills, engaging students in
active learning experiences, such as group
discussions, problem-solving tasks, and real-world
applications of mathematical concepts, encouraging
students to develop and apply their problem-solving
skills in meaningful ways.
3. Teachers may offer targeted feedback and guidance
to students to help them develop confidence in their
problem-solving abilities, providing constructive
feedback and scaffolding learning experiences to
support students in overcoming challenges and building
resilience in problem-solving.
4. School principals may consider providing
professional development opportunities for teachers to
enhance their understanding of mathematics anxiety
and effective strategies for promoting problem-solving
skills, equipping teachers with the knowledge and
resources to support students' emotional well-being and
academic growth, thus creating a more inclusive and
supportive learning environment.
Thank you and
God bless!
We are now ready for your questions, comments,
suggestions, and recommendations

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RESEARCH TITLE

Explore the Link: Impact of Mathematics Anxiety

The level problem- Data Gathering Procedure Possible Interventions

Total Number Mathematics Total Number of Teacher

Total Number of Student

2. That the Teachers showed agreement on the

4. That based on the findings of the study, interventions

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