Unravelling the Link between Math Anxiety and Math Performance of Grade 6 Pupils
DOI:
https://doi.org/10.48017/dj.v10i3.3438Keywords:
Academic Performance, Grade 6 Pupils, intervention program, math anxiety, supportive learning environment, Teaching strategiesAbstract
This study aimed to assess the relevance of math anxiety in relation to academic performance among 56 Grade 6 pupils at DMMMSU-MLUC LES. Many students struggle in mathematics due to conceptual difficulties and negative perceptions, which increase anxiety, self-doubt, and fear of failure—ultimately hindering academic achievement. Coping strategies such as building self-confidence, practicing problem-solving, and seeking support are essential in managing anxiety. Personalized interventions like collaborative learning, hands-on activities, and cognitive strategies help foster engagement and reduce anxiety. Support systems involving teachers, parents, and peers further influence students’ motivation and resilience.A mixed-methods design was employed, combining quantitative surveys and qualitative interviews with 20 selected students. Academic records from the 1st and 2nd grading periods revealed a slight improvement in math grades, from 87.96 to 88.88, with an overall mean of 88.42. The math anxiety survey produced a mean score of 3.30, indicating a moderate level of anxiety. Correlation analysis showed a moderate negative relationship between anxiety and performance (r = -0.58, p = 0.049), suggesting that higher anxiety levels are associated with lower academic achievement.In response to these findings, the researchers developed an intervention program titled Math3matics: Empower, Excel, Exceed. The program features confidence-building exercises, guided problem-solving, peer collaboration, and interactive activities. It promotes teacher-guided instruction and student-centered learning approaches to enhance mathematical competence, reduce anxiety, and foster a growth mindset. The results emphasize the importance of addressing emotional, instructional, and social factors to improve students’ experiences and outcomes in mathematics.
Metrics
References
Aguhayon, H., Tingson, R., & Pentang, J. (2023). Addressing students' learning gaps in mathematics through differentiated instruction. International Journal of Educational Management and Development Studies, 4(1), 69–87. https://doi.org/10.53378/352967
Akkus, S., & Lynch, R. (2022, August 25). A comparative-correlational study of upper elementary and middle school students’ perceptions of parental influence and self-efficacy for learning mathematics with mathematics academic achievement at Pan-Asia International School, Bangkok, Thailand. Scholar Journal. http://www.assumptionjournal.au.edu/index.php/Scholar/article/view/5590
Ancheta, O. J., & Casem, R. Q. (2024). Navigating educational crossroads: An in-depth analysis of the Indigenous Peoples Education (IPED) program in Santol, La Union, Philippines. Diversitas Journal, 9(2). https://doi.org/10.48017/dj.v9i2.2998
Ancheta, O. J., & Ochoco, C. A. E. (2024). Enhancing language instruction: A study on MTB-MLE implementation in urban education. Diversitas Journal, 9(3). https://doi.org/10.48017/dj.v9i3.2996
Ancheta, O. O., Jr., & Ochoco, C. A. E. (2023). Mother tongue instruction in the laboratory elementary schools from the pupils’ viewpoint. Journal of Education and Teaching Technology, 14(6), Article 002. https://doi.org/10.47750/jett.2023.14.06.002
Asare, K. O., Agyei, D. D., & Osei, K. (2024). Examining the role of parental involvement and academic motivation on students’ mathematics performance. International Journal of Educational Research, 18, 100015. https://doi.org/10.1016/j.ijer.2024.100015
Candelaria, P. C. (2022). Peer tutoring on enhancement of mathematics performance of selected Grade 6 students at Gregorio Herradura Elementary School, Victoria, Laguna, Philippines. Preprint – Peer Tutoring. https://doi.org/10.21467/preprints.425
Department of Education. (2020). List of Department of Education COVID-19 memoranda. https://www.deped.gov.ph/wp-content/uploads/2020/10/20201029_Summary-ofDepEd-COVID-19-Memoranda_v17.pdf
DiStefano, C. (2024). The impact of parent-child interactions on children's math anxiety [Unpublished master's thesis]. University of Ottawa.
Dodongan, E. B. (2022). Math anxiety, learning engagement, and perceived usefulness of technology as predictors of mathematics performance of students. International Journal of Trends in Mathematics Education Research, 5(1), 12–18. https://doi.org/10.33122/ijtmer.v5i1.104
Fowler, F. J. (2018). Survey research methods (5th ed.). SAGE Publications. https://www.researchgate.net/publication/324417651_Survey_Research_Methods_5th_edition
Gilreath, T., & Gilreath, C. (2023). The impact of early childhood educators’ math anxiety on the learning environment: A qualitative study [Unpublished master's thesis]. University of Texas at Austin.
Groves, R. M., & Lyberg, L. (2010). Total survey error: Past, present, and future. Public Opinion Quarterly, 74(5), 849–879. https://doi.org/10.1093/poq/nfq065
Gyeltshen, G., & Dorji, C. (2023). The effectiveness of using YouTube videos in mathematics instruction [Unpublished manuscript]. Royal University of Bhutan.
Hossein-Mohand, M. H., & Hossein-Mohand, M. (2023). Motivation and its impact on students’ attitudes and performance in mathematics [Unpublished master's thesis]. Islamic Azad University.
James, E. (2022, April 8). What is correlation analysis? A definition and explanation. FLEX MR. https://blog.flexmr.net/correlation-analysis-definition-exploration
Kaminski, J. (2024). Breaking down complex math problems into smaller steps: A strategy for improving comprehension and problem-solving skills [Unpublished thesis]. University of Wisconsin–Madison.
King, N. (2004). Using templates in the thematic analysis of text. In C. Cassell & G. Symon (Eds.), Essential guide to qualitative methods in organizational research (pp. 257–270). Sage.
Koehler, M. (2023). Teaching students to solve word problems by developing their conceptual understanding and critical thinking skills [Unpublished thesis]. University of Oregon.
Lance, M., R. D., & B. D. (2024). The impact of peer interactions on students’ motivation in learning mathematics [Unpublished thesis]. University of California, Berkeley.
Li, H., Wang, J., & Zhang, L. (2024). The impact of parental educational expectations on children’s mathematics achievement: A longitudinal study. Peking University.
Liu, Y. (2023). The effect of peer relationships on academic performance in high school students [Unpublished undergraduate thesis]. Tsinghua University.
Mahato, R. C., & Sen, S. (2021). Academic stress, self-efficacy, and anxiety: A study on mathematics of higher secondary level students in Purulia District of West Bengal, India. International Journal of Creative Research Thoughts, 9(6), 1537–1546. https://ijcrt.org/papers/IJCRT2105323.pdf
Mangarin, V. L. V., & Caballes, F. C. (2024). Mathematics learning challenges: Conceptual difficulties and cognitive barriers [Unpublished study]. University of the Philippines, Diliman.
Moore, I., & Merlo, J. (2024). A step-by-step approach to teaching complex math problems [Unpublished paper]. University of Chicago.
Moore, J. (2023). The importance of clear and structured instructions in mathematics education [Unpublished paper]. University of California, Irvine.
Mrlaiche, N. (2025). Fractions, decimals, ratios, and geometry: A common source of difficulty for students [Unpublished master's thesis]. University of Maryland.
Murch, H. E. (n.d.). Mindfulness to reduce math anxiety and improve math performance [Master's thesis, Liberty University]. Scholars Crossing. https://digitalcommons.liberty.edu/masters/1053/
Ng, C., Chen, Y., Wu, C., & Chang, T. (2022). Evaluation of math anxiety and its remediation through a digital training program in mathematics for first and second graders. Brain and Behavior, 12(5). https://doi.org/10.1002/brb3.2557
Omar, S. H., Syed Aris, S. R., & Sian Hoon, T. (2022). Mathematics anxiety and its relationship with mathematics achievement among secondary school students. Asian Journal of University Education, 18(4), 863–878. https://doi.org/10.24191/ajue.v18i4.19992
Organisation for Economic Co-operation and Development. (2023, December 5). PISA 2022 results (Volume II). https://www.oecd.org/en/publications/pisa-2022-results-volume-ii_a97db61c-en.html
Riaddin, A. (2022). The effects of instructional videos on students’ mathematical problem-solving abilities: A meta-analysis [Unpublished doctoral dissertation]. University of Jordan.
Tang, Y., & Tran, H. (2023). The effects of parental involvement and expectations on students’ mathematics achievement [Unpublished study]. University of California, Berkeley.
Thornberg, R., Forsberg, C., Hammar Chiriac, E., & Bjereld, Y. (2020). Teacher–student relationship quality and student engagement: A sequential explanatory mixed-methods study. Research Papers in Education, 37(6), 840–859. https://doi.org/10.1080/02671522.2020.1864772
Utami, R. (2022). The effects of two practice methods, game-based learning and pictorial flashcards, on multiplication fact fluency among fourth-grade students: A mixed-methods study [Master’s thesis, Universitas Pendidikan Indonesia].
Worley, T., Smith, J., & Jones, S. (2023). Longitudinal associations between peer support, academic competence, and anxiety among U.S. college students: A mixed-methods study [Unpublished research paper]. University of Florida.
Wu, Y., & Cai, J. (2023). Peer influence, gendered beliefs about math ability, and students’ academic performance in mathematics: A quantitative study. University of California, Los Angeles.
Xu, J., Zhang, H., & Wang, X. (2024). Active recall-based strategies for improving academic performance and self-efficacy among higher education students: A systematic review. Nanjing University.
Xu, L., Li, Z., & Zhao, H. (2022). The impact of parental academic expectations on students’ academic achievements: A meta-analysis. Tsinghua University.
Xu, Y., Zhao, J., & Zhang, Y. (2023). Collaborative problem-solving: An effective teaching approach for promoting students’ critical thinking. Peking University.
Yang, Y., Li, X., & Zhang, W. (2021). The role of teacher emotional support in influencing students’ math performance: A structural equation modeling approach. Beijing Normal University.
Yu, X., Zhou, H., Sheng, P., Ren, B., Wang, Y., Wang, H., & Zhou, X. (2023). Math anxiety is more closely associated with math performance in female students than in male students. Current Psychology, 43(2), 1381–1394. https://doi.org/10.1007/s12144-023-04349-y
Zheng, B., Chang, C., Lin, C., & Zhang, Y. (2020). Self-efficacy, academic motivation, and self-regulation: How do they predict academic achievement for medical students? Medical Science Educator, 31(1), 125–130. https://doi.org/10.1007/s40670-020-01143-4
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Edmalyn Galano, Patricia Mae Calica, Jae Anne Nisperos, Helen Marie Zaragoza, Lailanie Soriano, Oscar Jr. Ancheta
This work is licensed under a Creative Commons Attribution 4.0 International License.
The Diversitas Journal expresses that the articles are the sole responsibility of the Authors, who are familiar with Brazilian and international legislation.
Articles are peer-reviewed and care should be taken to warn of the possible incidence of plagiarism. However, plagiarism is an indisputable action by the authors.
The violation of copyright is a crime, provided for in article 184 of the Brazilian Penal Code: “Art. 184 Violating copyright and related rights: Penalty - detention, from 3 (three) months to 1 (one) year, or fine. § 1 If the violation consists of total or partial reproduction, for the purpose of direct or indirect profit, by any means or process, of intellectual work, interpretation, performance or phonogram, without the express authorization of the author, the performer, the producer , as the case may be, or whoever represents them: Penalty - imprisonment, from 2 (two) to 4 (four) years, and a fine. ”
.png){kind=logo}
