International Journal of Empirical Research Methods

ISSN NO : 2995-6110

The International Journal of Empirical Research Methods is dedicated to promoting and advancing empirical research methodologies across various disciplines. This journal aims to provide a platform for researchers, scholars, educators, and practitioners to share insights, methodologies, and findings that contribute to the improvement of empirical research practices and the enhancement of evidence-based decision-making.

Submit Your Article Editorial Board
  • 504
    Views
  • 0
    CrossRef citations to date

Math Anxiety And Development Of An Instructional Material To Improve Performance In Mathematics

1 Aklan State University,,Philippines

Volume 2

Issue 1

Page: [18 - 30]

Published Online: March 25, 2024

Download Full Article ()
Creative Commons

  • Abstract

    In The Quest To Improve Mathematics Proficiency, It Is Worthwhile To Emphasize Not Only Enhancing Instructional Strategies But Also Developing A Positive Attitude Towards Mathematics. One Of The Things That Hinder Students’ Performance Is Math Anxiety, Which Interferes With Cognitive And Learning Processes. This Research Determined The Level And Causes Of Math Anxiety Among Students And Developed An Instructional Material To Improve Their Performance In Mathematics. The Study Is An Educational Design Research (EDR). Data On The Levels Of Math Anxiety Were Gathered From 307 Mathematics Students, And The Causes Were Examined Through Focus Group Discussions With 50 Students And 4 Mathematics Specialists. Using This Data, An Instructional Material Was Developed And Pilot Implemented In A Mathematics Class Of Forty- Two (42) Students. Findings Revealed That 80.13% Of The Student- Respondents Had Average To High Math Anxiety. The Causes Of Math Anxiety Were Mainly Negative Experiences Such As Past Failures, Pressure To Find The Correct Answers, Embarrassment In Front Of Peers, And Strict Teachers. Instructional Materials That Reduce Math Anxiety Are Easy To Understand, Contain Varied Activities, And Incorporate Additional Online Resources. Analysis Of Paired Samples T-Test Conducted Using SPSS Resulted To A T-Value Of -12.513 And A P-Value Of 0.000, Revealing That The Instructional Material Significantly Lowered Math Anxiety And Improved The Student’s Performance In Mathematics. It Is Recommended That Universities Expand Guidance And Counseling Services To Recognize Math Anxiety As An Integral Factor In Students’ Mental Health And Conduct A Review Of The Mathematics Instructional Materials To Evaluate Their Adequacy In Lowering The Math Anxiety.

    Keywords: Math Anxiety; Causes Of Math Anxiety Mathematics Instructional Material Mathematics Learning Approach

  • Figures

    Figure Image

  • References

      • [1]Alexander, L., & Martray, C. (1989). The development of an abbreviated version of the Math Anxiety Rating Scale. Measurement and Evaluation in Counseling and Development, 22, 143-150. https://doi.org/10.1080/07481756. 1989.12022923
      • [2]Andersen, D. C. (2002). Effects of instructional material and learning style preference on test performance of undergraduate nursing students (Doctoral dissertation). http://digitalcommons. unl.edu
      • [3]Ashcraft, M. H. (2002). Math Anxiety: Personal, educational, and cognitive consequences. Current Directions in Psychological Science, 11(5), 181-185. https://doi.org/10.1111/1467- 8721.00196
      • [4]Ashcraft, M. H., & Krause, J. A. (2007). Working memory, math performance, and math anxiety. Psychonomic Bulletin & Review, 14(2), 243-248. https://doi.org/10.3758/ BF03194059
      • [5]Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191- 215. https://doi.org/10.1037//0033- 295X.84.2.191
      • [6]Bernardo, A. B. I., Cordel, M. O., Lapinid, M. R. C., Teves, J. M. M., Yap, S. A., & Chua, U. (2022). Contrasting profiles of Low-Performing mathematics students in public and private schools in the Philippines: Insights from machine learning. Journal of Intelligence, 10(3), 61. https://doi.org/10.3390/jintelligence10030061
      • [7]Braun, V. and Clarke, V. (2006) Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77-101. https://doi. org/10.1191/1478088706qp063oa
      • [8]Caga, D. O. (2015). Mathematics anxiety: A confirmatory teacher-and-student factor analysis. In 3rd International Conference on education for Sustainable Development. Iloilo City: Association of Science and Mathematics Coaches of the Philippines
      • [9]Dagaylo-an, M. B. & Tancinco, N. P. (2016, July). Mathematics anxiety and the academic performance of freshmen college students of the Naval State University. International Journal of Engineering Sciences & Research Technology 5(7), 1125-1136.
      • [10]Dahar, M. A., & Faize, F. A. (2011). Effect of the availability and the use of instructional materials on academic performance of students in Punjab (Pakistan). Middle Eastern Finance and Economics Journal, 53, 110- 120
      • [11]Dowker, A., Sarkar, A., & Looi, C. Y. (2016b). Mathematics anxiety: What have we learned in 60 years? Frontiers in Psychology, 7, 1-16. https://doi.org/10.3389/ fpsyg.2016.00508
      • [12]Espinar, M. F., & Ballado, R. S. (2017). Content validity and acceptability of a developed worktext in Basic Mathematics 2. Asia Pacific Journal of Multidisciplinary Research, 5(1), 72- 84.
      • [13]Eysenck, M. W., & Calvo, M. G. (1992). Anxiety and performance: The processing efficiency theory. Cognition & Emotion, 6(6), 409-434. https://doi. org/10.1080/02699939208409696
      • [14]Filoteo, M. (2021, September 26). The Philippine education system in crisis. Philippine Institute for Developmental Studies. https://pids.gov.ph/details/the-philippine- education-system-in-crisis
      • [15]Foley, A. E., Herts, J. B., Borgonovi, F., Guerriero, S., Levine, S. C., & Beilock, S. L. (2017). The Math Anxiety-Performance Link. Current Directions in Psychological Science, 26(1), 52-58 https://doi. org/10.1177/0963721416672463
      • [16]Gray, W. S. (2007). The teaching of reading. In Thirty-Sixth yearbook: Part I. A second report of the National Society for the Study of Education. Bloomington: Public School Publishing Company.
      • [17]Hart, S. A., & Ganley, C. M. (2019). The nature of math anxiety in adults: Prevalence and correlates. Journal of Numerical Cognition, 5(2), 122-139. https://doi.org/10.5964/jnc. v5i2.195
      • [18]Hembree, R. (1990). The nature, effects, and relief of mathematics Anxiety. Journal for Research in Mathematics Education, 21(1), 33. https://doi.org/10.2307/749455
      • [19]Ilhan, M. (2015). The predictive power of students’ perceptions of classroom assessment environment for their mathematics anxiety. Ondokuz Mayis University Journal of Faculty of Education, 34(2), 1-21. https:// doi:10.7822/omuefd.34.2.1
      • [20]Morella, C. (2004). Philippine educational system in crisis. National Bookstore
      • [21]Mullis, I. V., Martin, M. O., Foy, P., & Hooper, M. (2016). TIMSS 2015 international results in mathematics. http://timssandpirls. bc.edu/timss2015/international- results/
      • [22]Navejas, A. T. (2017). Integration of pedagogical content knowledge (PCK) in the learning modules in Mathematics on the Modern World (Unpublished doctoral dissertation). West Visayas State University, Iloilo City, Philippines.
      • [23]Ozgeldi, M., & Cakiroglu, E. (2011). A study on mathematics teachers’ use of textbooks in instructional process. Paper presented at Seventh Congress of the European Society for Research in Mathematics Education (CERME 7), Poland. http://www.cerme7.univ.rzeszow. pl/
      • [24]Samonte, H. D. (2008). Hindrance in the attainment of quality education. The Modern Teacher, 57(10), 10-11.
      • [25]Sison, M. (2022, December 9). Philippine struggle to make the grade in STEM education. UNESCO Bangkok. https:// bangkok.unesco.org/content/philippine- struggle-make-grade-stem-education
      • [26]Stein, M. K., & Kim, G. (2009). The role of mathematics curriculum materials in largescale urban reform. In Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 37-55). New York, NY: Routledge.
      • [27]Strawderman, V. W. (2011). Math anxiety model. http://www.mathgoodies.com/ articles/math_anxiety_model. html
      • [28]Tan, M. L. (2015, June 10). Good textbooks. Philippine Daily Inquirer. http://opinion. inquirer.net/85656/good-textbooks
      • [29]TIMSS & PIRLS International Study Center. (2020). TIMSS 2019 international reports. https://timssandpirls. bc.edu/timss2019/international-results/
      • [30]United Nations Educational, Scientific and Cultural Organization. (2012). Challenges in basic mathematics education. https://unesdoc.unesco. org/ark:/48223/pf0000191776_ eng
      • [31]University of Granada. (2009, April 2). Six out of 10 university students have math anxiety, Spanish study finds. ScienceDaily. https://www.sciencedaily. com
      • [32]Young, C. B., Wu, S. S., & Menon, V. (2012). The neurodevelopmental basis of math anxiety. Psychological Science, 23(5), 492-501. https://doi. org/10.1177/0956797611429134

  • Article Metrics

    Views

    504

  • Copyright and Permissions

    At Guinness Press, authors retain the copyright for all articles published in our journals. These articles are licensed under the open-access Creative Commons CC BY 4.0 license, granting free access for reading and download. Additionally, the original published version must be appropriately cited when reusing or quoting the article. These terms ensure widespread accessibility while ensuring proper attribution to the authors.

    All content published by Guinness Press is safeguarded by international copyright and intellectual property regulations. We kindly request that you honor these protections when utilizing our materials.

    For further information, please contact us at info@guinnesspress.org.