Math Area

Math Anxiety and Its Effect on Mathematical Proficiency Among Junior High School Students

Proponents: Bueno, Aaron Joshua J., Guba, Loreta B., Nieves, Roccella Jem S., Meija, Mikaela A.

Abstract

This study examined the relationship between math anxiety and mathematical proficiency among junior high school students at Siena College of San Jose Inc. While a significant portion of the sample demonstrated high to very high mathematical proficiency based on their usual grades, a noticeable level of math anxiety was also present, especially when solving problems, answering questions in class, and preparing for math tests. The core finding, supported by a Pearson correlation coefficient (r = -0.795) and a statistically significant t-test (t = -9.988, p < 0.05), indicated a strong negative relationship between math anxiety and mathematical proficiency. As students' math anxiety increased, their proficiency tended to decrease. These results align with existing literature and highlight the need to address math anxiety to improve learning outcomes. Future research should explore interventions to reduce anxiety and support mathematical performance in similar student populations.

Keywords: Math anxiety, Mathematical Proficiency, Junior High School Students