MATHEMATICS ANXIETY AND PERFORMANCE OF GRADE 5 STUDENTS IN ANGEL VILLARICA ELEMENTARY SCHOOL

Abstract

The primary purpose of the study was to determine if there is a significant relationship between Mathematics anxiety and the performance of the Grade 5 students in Angel Villarica Elementary School. Utilizing a descriptive-quantitative-correlational research design, it was found that The Grade 5 students have moderate Mathematics anxiety and a 'very satisfactory' performance in Mathematics. Furthermore, there are no significant differences in the Mathematics anxiety and performance of the respondents across gender categories. Therefore, the researchers recommended that Mathematics teachers develop strategies to create ways to carry out Math lessons in a way that does not cause students to get overly anxious to reduce the level of anxiety of the students. Moreover, students who are not so good in Mathematics may be advised to attend remedial classes in Mathematics offered by the school and the different student organizations. They should also be given more attention by the teachers when discussing the lesson in their respective classes to help them improve their performance in Mathematics. Mathematical teachers are also urged to disregard gender stereotypes when evaluating their students' mathematics performance and anxiety. Students of both sexes should have an equal opportunity to demonstrate their potential in the subject. Finally, this study will also help future researchers enhance their studies