ABSTRACT
Mathematics plays a vital role in the educational system in enhancing students’ capabilities and skills that will give them lifelong learning. As one of the subjects taught in school, Mathematics is very important in dealing with real-life situations. As observed by the teachers, some of the students find Mathematics difficult and manifest mathematical anxiety when the lesson comes. In relation to this, this study aimed to determine the influence of mathematical anxiety on academic performance in Mathematics 7 at Payapa National High School. This study assessed one hundred ninety-two (192) grade seven respondents by answering the survey questionnaire to determine their mathematical anxiety. A descriptive-correlational research design was employed to determine the influence of mathematical anxiety on the academic performance of the grade seven students. Pearson r correlation was used to identify significant relationship among the variables. The result of the study revealed that most of the students are in a developing level in terms of their grades. Moreover, it showed that the students manifest mathematical anxiety through physiological, behavioral, cognitive and affective factors. Most of the students showed their mathematical anxiety through affective factors. Pearson’s correlation test revealed that there is no significant relationship between academic performance and mathematical anxiety. However, even though it is not significant, mathematical anxiety still affects the academic performance of the students. Proposed learning activity sheets were made in order to overcome mathematical anxiety and improve the academic performance of the students.
Keywords: academic performance, affective factors, behavioral factors, cognitive factors, learning activity sheets, Mathematics, mathematical anxiety, physiological factors