CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Rationale of the Study

To become a doctor, you need to be strong enough to face blood

and needles. You also need to be good at science related subjects in order
to become one. To become a flight attendant, you should reach the
qualifying height and at the same time you shouldn’t have fear of
heights. In pursuing architecture, they say that you should be good at
drawing. The same through to become an engineer, it has been branded
that you should be good at mathematics because upon taking up
engineering courses, it always comes with mathematic subjects that are
considered to be the major ones.
The implementation of K-12 curriculum in the Philippines which
was adopted by schools and universities, public or private, opens gate to
aspiring students to enroll on their desire school or university in taking
up Senior High School without thinking about the tuition fee or the
expenses one student might pay because of the voucher given by the
government that could lessen one’s expenses. According to the Official
Gazette, Senior High School is two years of specialized upper secondary
education; students may choose a specialization based on aptitude,
interests, and school capacity. The choice of career track will define the
content of the subjects a student will take in Grades 11 and 12. SHS
subjects fall under either the Core Curriculum or specific Tracks. Each
student in Senior High School can choose among three tracks: Academic;
Technical-Vocational-Livelihood; and Sports and Arts. The Academic
track includes three strands: Accountancy and Business Management

1
(ABM); Humanities and Social Sciences (HUMSS); and Science,
Technology, Engineering, Mathematics (STEM)
(http://www.officialgazette.gov.ph/k-12/).
Most students have been branded Mathematics or any subjects
containing solving problems negatively. It was considered to be one of the
most difficult subjects where in students often neglect the importance of
it in our lives. Numerical Anxiety as defined by Ashcraft et.al (2007) and
stated by Morada (2015) in his study “Correlation of Numerical Anxiety
and Mathematics Performance”, interferes with Mathematics Performance
like manipulation of numbers and the solving of mathematical problems
in both everyday life and academic situations. In having such Numerical
Anxiety, students often avoid taking courses which includes math
subjects. Morada (2015), also stated that numerically-anxious students
complain of such things as nervousness, inability to concentrate, a blank
mind, and a feeling of sickness when they are confronted while taking a
mathematics test. Other symptoms include panic, paranoia, passive
behaviour, and lack of confidence. The effect of Numerical Anxiety quite
serious as it affects one’s decision on the career they might take in the
future.
That is why, the researchers of the community at present time, is
still on search of the correlation of Numerical Anxiety and Mathematics
Performance of students. In order to find solution to unravel the
problem, the researcher provided analysis of data regarding the
correlation of Numerical Anxiety and Mathematics Performance of grade
12 students of University of Luzon.
Determining the correlation of Numerical Anxiety and Mathematics
Performance of grade 12 students is the main objective and focus of this
study. Specifically, the research aimed to evaluate the level of Numerical
Anxiety and Mathematics Performance using survey questionnaire

2
consisting of 19 item 14-item bi-dimensional numerical anxiety scale –
revised (MAS-R), and respondents’ grades in their General Mathematics
subject.

Conceptual Framework

This study centered on the correlation of Numerical Anxiety and

Mathematics Performance of Grade 12 students of University of Luzon.
The conceptual framework of this study used input-process-output
model. IPO model is viewed as series of boxes (processing elements)
connected by inputs and outputs. The IPO model provides the general
structure and guide for the direction of the study
(https://prezi.com/tggh0qiekksa/theoretical-framework-conceptual-
framework-and-paradigm-of/).
In this study, the input frame includes the profile of the
respondents such as the sex, strand and track taken. The process frame
identifies the method to be conducted by researchers in gathering data;
dissemination of survey questionnaires, and analysis of data. While the
output frame covers the implication of gathered data regarding the
correlation of Numerical Anxiety and Mathematics Performance of Grade
12 students of University of Luzon. It could possibly put an outcome of
positive or negative relationship of Numerical Anxiety and Mathematics
Performance of samples.
The paradigm of the conceptual framework of this study is stated
on the figure 1 below:

3
 Input Process Output
Profile of - Dissemination Positive or

respondents: of survey negative relationship

questionnaires. between Numerical

 Sex
- Analysis of Anxiety and
 Strand taken
data Mathematics
 Track taken
Performance
- Dissemination of
Figure 1: Research Paradigm of the Study
survey

questionnaires.
Statement of the Problem
- Analysis of data.

Determining the correlation of Numerical Anxiety and Mathematics

Performance of grade 12 students using 14-item bi-dimensional
Numerical Anxiety Scale – Revised (MAS-R) for testing the anxiety level of
students which containing 19 indicator questions
(http://www.apjmr.com/wp-content/uploads/2016/04/APJMR-2015-
3.5.3.06.pdf) and their grade on their General Mathematics is the
focused of this study.
Specifically, the study sought to answer the following questions:
1. What is the profile of grade 12 respondents as the subject in
terms of their:
a. Sex
b. Strand Taken; and
c. Track taken

4
 2. What is the correlated coefficient of Numerical Anxiety and
Mathematics Performance in General Mathematics, and
Statistics and Probability?
3. What are the possible solutions and recommendations in order
to unravel the phenomena?

Scope and Delimitation of the Study

In this part of the study, the researchers aimed to provide the

following scope and limitations of the study.
The researchers only focused on the correlation of Numerical
Anxiety and Mathematics Performance of Grade 12 students of University
of Luzon. The researchers conducted the study and methods of collecting
data at the premises of University of Luzon located at Perez Blvd.,
Dagupan City, Pangasinan. Furthermore, the researchers disseminated
survey questionnaires to 56 grade 12 students of UL taking up
Academics and TVL tracks which have 28respondents per tracks. The
duration of the study was 5 months including the planning of research
by the researchers. The purpose of the findings will serve as the answers
of the existing gap of knowledge of the study.

Significance of the Study

The overarching goal of this study is to determine the correlation of

Numerical Anxiety and Mathematics Performance of grade 12 students of
University of Luzon. Specifically, the findings of this study will benefit the
following:

5
 Teachers. Teachers’ awareness on the correlation of Numerical
Anxiety and Mathematics Performance of students will serve as a guide
of teachers to find a way or solution in order to make the lesson easier
for students. Expanding the capability of teachers to influence students
to appreciate mathematics even more is another significance of this
study.
Parents. Having known of everyday circumstances a child
experience, this study is significant to parents or guardians of students
in order to take an action towards the problem. This study might serve
as a signal to get their child a tutor in order to understand mathematics
even more.
Students. As the subject of this study, this study will provide
students an alternative solutions and recommendations in order to
unravel the phenomenon they are into because Mathematics and
numerical related subjects are part of their role as students.
Future researchers. The study also helps future researchers who
are going to study on the same field or topic. This study may serve as a
guidance, related study, and source of information in their study to
further understand this field by providing presentation, analysis, and
interpretation of this topic area.

Definition of Terms

To further understand the study, the following key terms were

given definition:

6
14-item bi-dimensional Numerical Anxiety Scale – Revised (MAS-R) –
used to identify the anxiety level of Sex. The modified math anxiety scale
contains 19 indicators of Numerical Anxiety.

Mathematics - The study of numbers, equations, functions, and

geometric shapes and their relationships. Some branches of mathematics
are characterized by use of strict proofs based on axioms. Some of its
major subdivisions are arithmetic, algebra, geometry, and calculus.

Numerical Anxiety – Numerical Anxiety is a feeling of tension,

apprehension, or fear that interferes with Mathematics Performance like
manipulation of numbers and the solving of mathematical problems in
both everyday life and academic situations.

7
 CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature

Anxiety

The phenomenon of anxiety emerged as one of the leading

psychological disorders of the 20th and 21st centuries. Worrying
ourselves into the realm of the pathological, we now have a requisite
measure of anxiety for every prescribed stage of life. But why are we so
anxious? Considering its prevalence in everyday life, the concept and
theories of anxiety have been employed surprisingly seldom as a way into
film, fiction, and art. In this course we examine the modern origin of
contemporary discourses specific to anxiety and their unique
manifestation in cultural artifacts. To understand the complex of anxiety
in the so-called Western world, we rely on the theories of Søren
Kierkegaard, Martin Heidegger, Sigmund Freud, Jacques Lacan, and
AlenkaZupančič, fiction by Stoker, Schnitzler, Kafka, and Sebald, and
film by Haneke, Kubrick, Ophuls, and Hitchcock. We will also have guest
speakers from the fields of clinical psychiatry, geriatric medicine,
philosophy, and comparative anthropology. (G, H)
(https://english.uchicago.edu/courses/anxiety-1).

Related Studies

8
 According to Ashcraft (2002), it was common to perceive
mathematics as a difficult subject and some students avoided solving
mathematical problems. Many learners experienced mathematics anxiety
in their school lives. (Ramirez et al., 2013; Devine et al., 2012; Loong,
2012). Study showed that mathematics anxiety developed during the
primary school years affected a notable proportion of students at pre-
university levels (Devine et al., 2012). Sheffield and Hunt (2006) revealed
that pre-university students who obtained high mathematics anxiety
scores performed relatively low in their mathematics tests. Consequently,
mathematics anxiety could be a good predictor of students’ Mathematics
Performance and overall academic performance (Venkatesh&Karimi,
2010).
Furner and Berman (2003) believed that higher level of
mathematical problems involved manipulating of numbers and solving
daily mathematical problems. Hence, students became more anxious and
lack of confidence in solving these problems. Although negative
perceptions of mathematics anxiety towards students’ performance have
been discussed, but mathematics anxiety of pre-university students have
not been studied widely. Studies indicated that anxiety as a predictor of
academic performance in the subjects of science and mathematics
(Mallow, 2010; Karimi&Venkatesan, 2009). Similarly, X. Luo, Wang, and
Z. Luo (2009) indicated that mathematics anxiety negatively correlated
with Mathematics Performance.
Rameli et al. (2014) felt that anxiety towards mathematics could
lead to avoidance in doing mathematics. Students tried to avoid solving
mathematics related problems or choosing mathematics related courses.
As the result, they were unable to perform well in mathematics. Several
poor physical conditions such as drowsiness, headache and dizziness
appeared once teachers mentioned certain topics in mathematics.

9
Therefore, this study was carried out to assist mathematics educators
and curriculum planners in reducing students’ mathematics anxiety. At
the same time, this study helps students in reducing their mathematics
anxiety levels as well as improving their Mathematics Performance.
Hence, appropriate guidance for the students can be implemented before
they enroll in universities. Retrieved at:
(http://files.eric.ed.gov/fulltext/EJ1082120.pdf).

The Relationship between Study Anxiety and Academic Performance

among Engineering Students

Anxiety is one of the major predictors of academic performance.

Students with anxiety disorder display a passive attitude in their studies
such as lack of interest in learning, poor performance in exams, and on
assignments. This research observes the relationship between study
anxiety level and students’ academic performance. The test to find out a
significant correlation of anxiety and academic performance was has
carried out among engineering students. A total 205 males and females
student participated in this test. They were second year students from
four engineering faculties at University of Malaysia Pahang (UMP). The
study anxiety level was measured using State Trait Anxiety Inventory
(STAI). Meanwhile, students’ academic performance was measured using
Grade Point Average (GPA). The results showed that there was a
significant correlation of high level anxiety and low academic
performance among engineering students, with significant correlation (p
= 0.000) and the correlation coefficient is small with r = -.264. Large of
sample size required to strengthen the coefficient correlation was

10
suggested for further research
(http://www.sciencedirect.com/science/article/pii/S187704281002172
5).

Numerical Anxiety: trends and effect on Mathematics Performance

in Zambian Primary School Children

Numerical Anxiety was investigated in the light of poor

mathematics achievement and negative attitudes held by learners
towards mathematics. Two instruments, a two dimensional scale
measuring general anxiety and Numerical Anxiety, and a mathematics
achievement test comprising items specific to a grade and items identical
to all grades, were administered to a total of 270 third, fifth and seventh
grade school children.
Numerical Anxiety, which was found to be present in varying
degrees in the sample has been described as an A - state factor distinct
from general anxiety. Results also indicate developmental trends in
Numerical Anxiety; that is, it increases progressively through fifth and
seventh grades. Further, contrary to predicted results, negative
correlations were obtained between Numerical Anxiety and Mathematics
Performance in the lower grades. This result is explained in terms of the
coping strategy employed by learners. Differences due to sex and type of
school were that girls obtained higher Numerical Anxiety scores at each
grade while children irrespectively of sex from schools situated in lower
density areas obtained higher Numerical Anxiety scores. These findings
have been discussed in terms of primary and secondary emotional
factors that may affect levels of Numerical Anxiety.

11
 Implications of findings for educators are discussed and
suggestions for future research are outlined. Retrieved at:
(http://dspace.unza.zm:8080/xmlui/handle/123456789/1666?show=fu
ll).

Mathematics Anxiety and Numerical Anxiety

Research on mathematics anxiety has begun in the 50s.

Mathematics anxiety can be explained as the fear of doing mathematics
and students’ minds go blank of fearing this subject
(http://files.eric.ed.gov/fulltext/EJ1082120.pdf). Levels of anxiety grow
stronger with the constraint of time in answering mathematics quizzes,
tests and examinations (Hembree, 1990). Devine et al. (2012) defined
mathematics anxiety as a state of discomfort associated with performing
mathematical tasks and this problem was caused by low level of
understanding the skills in mathematics. As the result, mathematics
phobia emerged due to their poor mastery of basic mathematical
concepts.
Effandi and Norazah (2008) noted that majority of Malaysian
students had moderate level of mathematics anxiety and believed that
mathematics anxiety was rooted during elementary and secondary years.
Factors such as truancy, poor self-image, poor coping skills, teacher
attitude and learning through drill without understanding could lead to
mathematics anxiety. Besides, passive mathematics learning among
secondary school students might cause mathematics anxiety in later
years. Luo et al. (2009) described in their study that mathematic anxiety
as a cognitively passive mood which was produced while solving

12
mathematical problems. Their finding showed that there was no
difference between all the grades for mathematics anxiety.
Numerical Anxiety is defined as an anxiety present during
mathematics learning processes. Nolting (2002) explained that Numerical
Anxiety was an emotional response of a person when solving
mathematical problems. Numerical Anxiety was related to everyday
situation that require working with numbers and perform arithmetic
calculations. For instance, students face Numerical Anxiety in
calculating the amount of tips for a service. Their minds were thinking
about mathematics or seeking mathematical instructions. Numerical
Anxiety occurred when manipulating of numbers in an ordinary situation
and it has been recognized as one of the two major dimensions of
mathematics anxiety (Johnston-Wilder & Lee, 2010) retrieved at:
(http://files.eric.ed.gov/fulltext/EJ1082120.pdf).

Correlation of Numerical Anxiety and Mathematics Performance

It has been observed that most students had negative view

towards mathematics and as a result, they also performed poorly. As
such, it is imperative for every math teacher to understand the reasons
behind this negative view to improve their student’s performance. This
observation led the researcher to conduct a study on Correlation of
Mathematics Performance and Anxiety of third and fourth year students
for school year 2012-2013 across the different programs. This study
determined the Numerical Anxiety level and Mathematics Performance of
the Sex along age, Sex and programs. The study revealed that students,
regardless of age had passing performance. However, female and male
students had fair and passing Mathematics Performance, respectively.

13
Students from College of Business Education, Teacher Education and
Computer Studies had fair performance while those from Marine
Transportation, Criminal Justice Education and Engineering had passing
performance. The study also revealed that students across different
variables had moderate Numerical Anxiety level. Furthermore, it was
found out that Mathematics Performance is significantly related to
Numerical Anxiety. However, the relationship was inverse and small.
Mathematics is often viewed by students as one of the most
abstract and conceptually difficult subjects. In spite of the important role
of mathematics, students have been shown to have motivational
difficulties when studying the subject.
Numerical Anxiety is a feeling of tension, apprehension, or fear
that interferes with Mathematics Performance like manipulation of
numbers and the solving of mathematical problems in both everyday life
and academic situations. Anybody can have this and perhaps, most
students have this. The causes of Numerical Anxiety fall within three
major factors: dispositional, situational, and environmental. The
dispositional factors deal with psychological and emotional features such
as attitudes towards mathematics, self-concept, and learning styles. The
self-concept refers to students’ perception of their own ability to perform
well in mathematics and to learn new topics. The situational factors are
direct features that result from their particular mathematics courses: the
nature of the course and how it is designed and carried out; the
availability of or conversely lack of feedback; the pace of instruction, etc.
The environmental factors are characteristics that affected the students
prior to their mathematics course: for example, age, Sex, academic
major, and previous mathematics experience.
Numerically-anxious students complain of such things as
nervousness, inability to concentrate, a blank mind, and a feeling of

14
sickness when they are confronted with taking a mathematics test. Other
symptoms include panic, paranoia, passive behavior, and lack of
confidence(http://www.fi.uu.nl/publicaties/literatuur/2007_ashcraft_ps
ychonomic_bulletin.pdf). When confronted with a mathematics problem,
numerically anxious student has sweaty palms, is nauseous, has heart
palpitations, and experiences paralysis of thought.
The effects of Numerical Anxiety are quite real. Recent studies have
shown that Numerical Anxiety has an actual effect on the brain's
functions that negatively impacts the ability to complete mathematics
tasks. This is not surprising as most of people intuitively know that when
one is feeling afraid or intensely nervous or frustrated he tends to have a
hard time concentrating.
Numerical Anxiety can lead to negative outcomes such as
avoidance of college mathematics courses and majors or avoidance of
careers that involve frequent mathematics use
(http://www.fi.uu.nl/publicaties/literatuur/2007_ashcraft_psychonomic
_bulletin.pdf).. For these reasons, additional research on the implications
of Numerical Anxiety and the cognitive mechanisms associated with
Numerical Anxiety is essential.
Numerical Anxiety has been a prevalent concern among educators
and others in our society for decades. Some students tend to be more
anxious about the testing process and can often freeze up, others just
cringe when they are confronted with any form of computational exercise,
or others dread taking math classes which can occur in the elementary,
high school, and even at the college levels.
Research has shown relationships between Numerical Anxiety and
achievement, between Numerical Anxiety and Sex, and between
Numerical Anxiety and age. A negative relationship between Numerical
Anxiety and mathematics achievement has been found across all grade

15
levels (http://psycnet.apa.org/buy/1979-24735-001). While there is
little doubt that there is a connection between Numerical Anxiety and
poor mathematical performance, the direction and nature of this
connection is less clear.
Given that Numerical Anxiety can hinder performance even for
individuals with high aptitude, it is important to investigate the extent to
which Numerical Anxiety affects the performance of the students. As a
mathematics teacher, it has been observed that most students had
negative view towards mathematics. Oftentimes one can see students
uninterested about the subject and in turn they keep on complaining
that mathematics is such a very difficult subject. Such attitude is often
reflected during mathematics test wherein most students had either
passing or below passing scores.
Students could still improve their Mathematics Performance.
However, it is a must for every mathematics teacher to understand the
reasons why most students are uninterested about mathematics. It is for
this reason that the study was conducted. Retrieved at:
(http://www.apjmr.com/wp-content/uploads/2016/04/APJMR-2015-
3.5.3.06.pdf).

16
 CHAPTER III
DESIGN AND METHODOLOGY

In this part of the study included the research design, locale of the
study, and the respondents of the study, the data gathering procedure,
and statistical treatment of data which are vital to further understand
the study.

Research Design

The researchers aimed to know the relationship between Numerical

Anxiety and Mathematics performance of grade 12 respondents. In order
to know the existing or non-existing relationship of these two variables,
the researchers conducted correlational method of research in order to
obtain data regarding the correlation of Numerical Anxiety and
Mathematics Performance of grade 12 students. Correlational research is
a type of non-experimental research in which the researcher measures
two variables and assesses the statistical relationship (i.e., the
correlation) between them with little or no effort to control extraneous
variables
(https://opentextbc.ca/researchmethods/chapter/correlational-
research/).

Locale of the Study

The research area was at the premises of University of Luzon

located at the Perez Blvd., Dagupan City, Pangasinan.

17
 We can be seen in figure 2 the map of University of Luzon. Since,
the research area of the study is an open area, numerous factors such as
the schedule of respondents, noise coming from the crowd, and other
activities in their other subjects were seen.

Figure 2: Map of University of Luzon

Respondents of the Study

The following sources of information were 56 Senior High School

students of University of Luzon. Since there is a few number of grade 12
students taking up Technical Vocational ang Livelihood (TVL) track, the
respondents adjusted in Academics track by having a 28 respondents
equal to TVL tracks. Each strand in Academics track has 7 randomly
selected students. The following respondents under Academics track

18
were from Science and Technology, Engineering, Mathematics(STEM),
Accountancy and Business Management(ABM), Humanities and Social
Sciences(HUMSS), and General Academics (GAS) strands. It was
mentioned the less number of TVL students, the researchers chose 28
out of 32 TVL students taking up different stands including Bread and
Pastry, Food and Beverages, Tourism, and ICT.

Data Gathering Procedure

In order to obtain data to provide answer to an existing gap of

knowledge on the Correlation of Numerical Anxiety and Mathematics
Performance, the researchers used survey questionnaires as a means of
gathering tool to assess the level of anxiety of respondents using 14-item
bi-dimensional Numerical Anxiety Scale Revised (MAS-R). 14-item bi-
dimensional Numerical Anxiety Scale – Revised (MAS-R) is composed of
19 indicator questions of Numerical Anxiety (http://www.apjmr.com/wp-
content/uploads/2016/04/APJMR-2015-3.5.3.06.pdf).
Survey as defined at a website Explorable, is a data gathering
method that is utilized to collect, analyze and interpret the views of a
group of people from a target population. Surveys have been used in
various fields of research, such as sociology, marketing research, politics
and psychology (https://explorable.com/surveys-and-questionnaires).
The survey methodology is guided by principles of statistics from the
moment of creating a sample, or a group of people to represent a
population, up to the time of the survey results' analysis and
interpretation. From simple polls regarding political beliefs, to opinions
regarding a new product versus another, the survey method is proven to
be an effective technique to gather necessary information for the

19
advancement of science and technology
(https://explorable.com/surveys-and-questionnaires).
The given limits have been set by the researchers in order to give a
distinction among questions indicated in the survey questionnaire. Thus,
the usage of Likert scale as a set of limitations using Arabic numbers 5,
4 , 3, 2, and 1 which indicates 5 as strongly agree on the statement, 4 as
agree, 3 as undecided, 2 as disagree, and 1 as strongly disagree.
Likert scale as defined by McLeod (2008), on a website
SimplyPsychology, is a five (or seven) point scale which is used to allow
the individual to express how much they agree or disagree with a
particular statement (https://www.simplypsychology.org/likert-
scale.html). Likert-type or frequency scales use fixed choice response
formats and are designed to measure attitudes or opinions (Bowling,
1997; Burns, & Grove, 1997). These ordinal scales measure levels of
agreement/disagreement. Sex may be offered a choice of five to seven or
even nine pre-coded responses with the neutral point being neither agree
nor disagree (https://www.simplypsychology.org/likert-scale.html).
The researchers first asked permission to the principal to conduct
the said study on the Senior High School department, and also to get the
grades of following respondents on their General Mathematics subject
which the subject both already taken by the 2 tracks on their previous
year level. Afterwards, the researchers conducted the dissemination of
survey questionnaires to randomly selected respondents which happened
during their free time, or if there is a subject teacher the researcher
asked permission to conduct data gathering.
After gathering the data needed, the researchers carefully
organized the data, and tallied the gathered raw data using Microsoft
Excel. After tallying, the researchers statistically analysed data using the
frequency count and percentage distribution on the profile of

20
respondents, mean, and Pearson Product-Moment Correlation Coefficient
in order to identify the correlation of Numerical Anxiety and Mathematics
Performance of Grade 12 Students.

Statistical Treatment of Data

The researchers used the University of Luzon’s grading policy to

determine the level of performance of the respondents in their grades at
General Mathematics.
Using UL’s descriptors of the learner’s progress and achievement,
set of limits has been indicated:

Table 1: University of Luzon’s Descriptors of the Learner’s Progress and

Achievement
Descriptors Grading Scale Remarks
Outstanding 90 - 100 Passed
Very Satisfactory 85 - 89 Passed
Satisfactory 80 - 84 Passed
Fairly Satisfactory 75 - 79 Passed
Did Not Meet Expectations Below 75 Failed

In order to obtain the data, the following statistical tools were used to
statistically analyse data gathered.
1. Frequency Count and Percentage Distribution – used to
determine the percentage usually for data on profile of the
respondents (Gador, 2017).
The formula for Percentage Distribution is:

21
 𝑥𝑛
%= (100)
∑𝑥
Where:
% - Percentage
xn –score

∑ 𝑥 − 𝑡𝑜𝑡𝑎𝑙 𝑠𝑐𝑜𝑟𝑒

2. Mean– to get the average or central values of variables that may

relate to the level of Mathematics Performance, and level of anxiety
of respondents (Gador, 2017).
The formula for Mean is:
∑𝑥
𝑥=
𝑛
Where:
x̅ - mean
∑ 𝑥 – summation of obtained answers
n – total number of respondents

3. Pearson Product-Moment Correlation Coefficient – is used to

find the degree of the association of 2 sets of variables or to test
the significant relationship between 2 variables (Gador, 2017).
The formula for Pearson Product-Moment Correlation Coefficient is:
𝑛(∑ 𝑥𝑦) − ( ∑ 𝑥)(∑ 𝑦)
𝑟=
√[𝑛 ∑ 𝑥 2 − (∑ 𝑥)2 ] [𝑛 ∑ 𝑦 2 − (∑ 𝑦)2

Where:
n = number of pairs of scores (n=56)
∑ 𝑥𝑦– summation of the products of paired scores
∑ 𝑥– summation of General Mathematics grade

22
∑ 𝑦– summation of Level of Numerical Anxiety
∑ 𝑥 2 – summation of squared x scores
∑ 𝑦 2– summation of squared y scores

Table 2: Matrix of Correlation

Correlation Value Interpretation
0.00 Negligible correlation
±0.01 - ±0.25 Very low correlation
±0.26 - ±0.50 Moderate correlation
±0.51 - ±0.75 High correlation
±0.76 - ±0.99 Very high correlation
±1.00 Perfect correlation

Table 2 shows the matrix of correlation that was used in order to

interpret the calculated r-value of Numerical Anxiety and Mathematics
Performance. This shows, that 0.00 can be interpreted as negligible
correlation, ±0.01 - ±0.25 can be interpreted as very low positive or
negative correlation, ±0.26 - ±0.50 as moderate positive or negative
interpretation, ±0.51 - ±0.75 as high positive or negative correlation,
±0.76 - ±0.99 as very high positive or negative correlation, and lastly
±1.00 is interpreted as perfect positive or negative correlation.

23
 CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the presentation, analysis, and

interpretation of accumulated data gathered by the researchers on the
disseminated survey questionnaires to 56 respondents.

Table 3: How are Subjects Classified According to Sex

Sex Number Percentage
1. Male 28 50%
2. Female 28 50%
TOTAL 56 100%

Table 3 shows the classification of respondents according to one of

their profile which is the sex. Male and female respondents have the
same number of 28 respondents which have 50% as percentage each.

Table 4: How are Subjects Classified According to Strand

Strand Number Percentage
1. ABM 7 12.5%
2. Bread and Pastry 9 16.07%
3. Food and Beverage 12 21.43%
4. GAS 7 12.5%
5. HUMSS 7 12.5%
6. ICT 3 5.36%
7. STEM 7 12.5%
8. Tourism 4 7.14%
TOTAL 56 100%

24
 Table 4 shows the classification of respondents according to one of
their profile which is the strand they taken. Accountancy and Business
Management (ABM), General Academic Strand (GAS), Humanities and
Social Sciences (HUMSS), and Science and Technology, Engineering,
Mathematics (STEM) have the same number of respondents of 7, and a
percentage of 12.5%. These strands are under Academics track which
has numerous students taking it. Food and Beverage strand has the
highest number of respondents which is 12, and at the same time the
highest percentage of 21.43%. Food and Beverage strand together with
Bread and Pastry strand which has 9 respondents and 16.07% as
percentage, Information and Communication Technology (ICT) strand
which has 3 respondents and 5.36% as percentage, and Tourism strand
which has 4 respondents and 7.14% as percentage are under Technical-
Vocational and Livelihood (TVL) track. Due to the limited number of
students taking up TVL track, the number of respondents is not equal.

Table 5: How are Subjects Classified According to Track

Track Number Percentage
1. Academics 28 50%
2. TVL 28 50%
TOTAL 56 100%

Table 5 shows the classification of respondents according to one of

their profile which is the track they taken. Academics and TVL tracks
have the same number of respondents of 28, and have 50% as
percentage each. Despite the unequal number of respondents taking up
TVL’s stands, it has an equal number of respondents with Academics
track’s because the number of respondents taking up Academics’ strands
was adjusted to reach the maximum number of students taking up TVL’s

25
strands. TVL track has only 32 students and 4 were not included
anymore due to some factors that might affect the findings of this study.
Using Microsoft Excel, correlation between Numerical Anxiety and
Mathematics Performance is identified. We can be seen on the table 6 the
tabulated data of the correlation of two variables.

Table 6: Correlation of Numerical Anxiety and Mathematics Performance

Variables Coefficient of Coefficient of
Correlation Determination Interpretation
Numerical Anxiety Very high
Math. Performance -0.9898 97.97% negative
correlation

Table 6 shows Numerical Anxiety and Mathematics Performance

rating have a correlation of -0.9898. This means that there is a very high
negative correlation or relationship between the two sets of data.
Additionally, Numerical Anxiety is 97.97 percent attributed to
Mathematics Performance and the remaining 2.03 percent is by chance.

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 CHAPTER V
SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter pertains to the summary of the study, the findings,

the drawn conclusions, and recommendations of the study based from
the findings and conclusion of the study.

Summary

The research study determined the correlation of Numerical

Anxiety and Mathematics Performance. Specifically, the study answers
the following questions.

1. What is the profile of grade 12 respondents as the subject in terms

of their:
a. Sex
b. Strand Taken; and
c. Track taken
2. What is the correlated coefficient of Numerical Anxiety and
Mathematics Performance in General Mathematics, and Statistics
and Probability?
3. What are the possible solutions and recommendations in order to
unravel the phenomena?

Findings

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 Based on the tabulated data present by researchers, the following
findings are drawn:

1. There were 50 percent of male respondents, and 50 percent of

female respondents. These data were the profile of respondents as
subjects in terms of sex.
2. In terms of strand taken by respondents, there were 12.5 percent
ABM respondents, 16.07 percent Bread and Pastry respondents,
21.43 percent Food and Beverage respondents, 12.5 percent GAS
respondents, 12.5 percent HUMSS respondents, 5.36 percent ICT
respondents, 12.5 percent STEM respondents, and 7.14 percent
Tourism respondents.
3. There were 50 percent of respondents under Academics track, and
another 50 percent respondents under TVL track. These data were
the profile of respondents as subjects in terms of track they taken.
4. In line with correlation, Numerical Anxiety and Mathematic
Performance of grade 12 students of University of Luzon has a
correlation coefficient of -0.9898 which interpreted as very high
negative correlation.

Conclusion

Based on the findings laid, the conclusions of this study are:

1. There is a very high negative relationship between Numerical
Anxiety and Mathematics Performance of grade 12 students of
University of Luzon.
2. This means that the higher the Numerical Anxiety level of
respondents, the lower their Mathematics Performance.

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Recommendations

Based on the drawn conclusion, the following recommendations

are given below.
1. On the part of teachers teaching numerical-related subjects, they
should adapt different teaching strategies and approach material
where students are able to see the goodness in numbers.
2. On the part of parents, they should evaluate their child’s
performance in school and guide them properly by counseling, and
boosting their children while suffering from numerical anxiety and
low Mathematics performance.
3. On the part of students, they should take a guidance counselor in
times of suffering from Numerical Anxiety. Another way to unravel
the phenomena, they should adapt different learning strategies,
and if possible, take a tutoring session.
4. On the part of respondents, using Microsoft Excel will help you
tabulate data easier.

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