STUDENTS’ SELF-EFFICACY AND ANXIETY IN MATHEMATICS

_____________________

A Research Work
Presented to Senior High School Faculty
of Antonio P. Villar National High School
Sto. Tomas, Pangasinan

_____________________

In partial Fulfillment
of the Requirements in
Inquiries, Investigations and Immersion

_____________________

BY:

Jayson P. De Leon
Glences John S. De Leon
Mark John V. Orenia
Rovelyn M. Riego
 Region I
Division of Pangasinan II
ANTONIO P. VILLAR NATIONAL HIGH SCHOOL
Sto. Tomas, Pangasinan

APPROVAL SHEET

In partial fulfillment of the requirements in the subject Inquiries,

Investigations and Immersion, this study entitled, “STUDENTS’ SELF-EFFICACY

AND ANXIETY IN MATHEMATICS”, prepared and submitted by Jayson P. De

Leon, Glences John S. De Leon, Mark John V. Orenia and Rovelyn M. Riego,

is hereby recommended for Oral Examination.

LAILANI E. PABLO,LPT BLESSA V. PALOLA,RN,LPT

Critic Reader Adviser

APPROVED by the Committee on Oral Examination:

JAMES F. FERRER, Ed. D.

Chairman

JONATHAN A. GEVERO, Ed. D. ARVIN HOMER G. LARDIZABAL,LPT

Member Member

ACCEPTED in partial fulfillment of the requirements in the subject

Inquiries, Investigations and Immersion.

JAMES F. FERRER, Ed. D.

Principal IV
 ACKNOWLEDGEMENT

This piece of work would not have seen the light of day without the

expertise, professional and administrative assistance, kind assistance, love,

dedication and commitment of the school administrators, friends, family and

relatives. The researchers would like to convey their sincerest gratitude to the

people who played an important role in the conduct of this study.

Dr. James F. Ferrer, Principal IV, for his unselfish administrative assistance

and having led the way in this academic endeavor;

Dr. Jonathan A. Gevero, their research adviser, for his expertise,

guidance, intellectual inputs throughout the research process which contributed to

the successful completion of this study;

Mr. Arvin Homer G. Lardizabal, member of the Committee on Oral

Examination, for his constructive comments and invaluable assistance for the

improvement of this study;

Mrs. Vigilia C. Quibilan, Senior High School Department Head, for her

encouragement, administrative assistance and support;

Ms. Blessa V. Palola, Grade 12-STEM Adviser, for allowing the

researchers to conduct the survey to her advisory class and for the support she

showed in the conduct of this study;

Mrs. Zenaida M. Ignacio, Grade 12-GAS Adviser, for allowing the

researchers to conduct the survey to her advisory class and for the support she

showed in the conduct of this study;

i
 Mrs. Maria Licel O. Flores, Grade 11-STEM Adviser, for allowing the

researchers to conduct the survey to her advisory class and for the support she

showed in the conduct of this study;

Ms. Melbren L. Bautista, Grade 11-GAS Adviser, for allowing the

researchers to conduct the survey to her advisory class and for the support she

showed in the conduct of this study;

Ms. Lailani E. Pablo, Designated Librarian and Critic Reader, for her

guidance, support and for accommodating the researchers in the school library

and for allowing them to use the computers as well as some theses and

dissertations as references.

The respondents- Grade 11 and 12 STEM and GAS students, for sharing

their time, effort and willingness to provide the necessary information for this study;

Their parents- Mr. Jacinto V. De Leon, Mrs. Dessie P. De Leon, Mr.

Allan R. Orenia, Mrs. Wanda V. Orenia, Mr. Roger T. Riego, Mrs. Venilda M.

Riego, Mr. Cesario De Leon (deceased) and Mrs. Glenda S. De Leon, for their

love, for being their inspiration and source of strength to the researchers to do their

best for the success of this study;

Above all, the Lord Almighty Father, for the unending love, guidance, mercy,

and all-out blessings, to Him all the Glory and Praise.

- The Researchers

ii
 DEDICATION

This humble piece

of work is lovingly dedicated

to my family, friends, teachers, and

all the people who believe and continuously

supporting me in this journey.

Extending my deepest gratitude and appreciation to all of you.

- JDL

This research study is lovingly

dedicated to my parents who give comfort and

strength during the process of this study, to my friends

and classmates for the encouragement, support and giving some ideas.

Likewise, I dedicate this study to my groupmates, for supporting each other in

making this study a successful one.

Thank you to all of you.

- RR

iii
 DEDICATION

I humbly dedicated this research work

to my family for the moral and financial support,

to my friend teachers sharing some ideas that we can use

to improve our research work, and all the people that believed

me and my groupmates finish this research work.

I extend my deepest gratitude and appreciation to all of you.

- MJO

I whole-heartedly dedicated this research study

to our God, my family, friends and to everyone

who inspired and motivated me to reach my goals and dream bigger.

Extending my utmost thanks.

- GJDL

iv
 ABSTRACT

This study investigated the level of Self-Efficacy and Anxiety of Senior

High School students in Mathematics in Antonio P. Villar National High School.

The respondents have marked their average self-efficacy mean which is

3.31 equivalent to “Moderately High Self-Efficacy”. The respondents also have a

relatively average anxiety mean which is 3.21 equivalent to “Moderately High

Anxiety.”

Students under General Academic Strand (GAS) have relatively higher

Self-Efficacy compare to Science, Technology, Engineering and Mathematics

(STEM) students who are much indulge to mathematics and engineering

disciplines. The Grade in Recent Mathematics subject also affect the level of self-

efficacy of the students through the grades they are obtaining in their mathematics

classes that corresponds to their efficiency in the mathematics field. Students’ sex

also highly affect the level of anxiety of students wherein males experienced higher

anxiety than females.

The strand also affect their level of anxiety as the STEM students

experienced hard time in catching up with the concepts as well as the demand and

frustrations in their mathematics subjects. Meanwhile, the grade in recent

mathematics subjects contributes to more anxiety as individual pressure of

students are build up in their mathematics subject.

Hence, Cooperative learning among students shall strongly imposed by

Mathematics teachers during class activities and Independent Cooperative

Learning Time in order to help other students to cope with the lessons.

v
 TABLE OF CONTENTS

CHAPTER 1: THE PROBLEM

Background of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Statement of the Problem. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Research Hypothesis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Scope and Delimitation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Significance of the Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Definition of Terms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

CHAPTER 2: REVIEW OF THE RELATED LITERATURE AND STUDIES

Foreign Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Local Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Conceptual Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

CHAPTER 3: METHODOLOGY

Research Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Subjects of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Sampling Technique. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Data Gathering Procedure. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Data Gathering Instrument. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Questionnaire. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

CHAPTER 4: PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Table 1 (Frequency and Percentage Distribution

of Respondents across the Variable) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

Table 2.a (List of Statement Indicators for the

Students’ Self-Efficacy in Mathematics) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Table 2.b
List of Statement Indicators for the Students’
Anxiety Level in Mathematics . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . 20

Table 3
Relationship between the Students’ Self-Efficacy
and Anxiety in Mathematics to the Profile Variables . . . . . . . . . . . . . . . . . . . . 22
Table 4.a (ANNOVA Results on the Mean
Difference of the Self-Efficacy of Students) . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Table 4.b (ANNOVA Results on the Mean

Difference of the Anxiety of Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Chapter 5: SUMMARY, CONCLUSION AND RECOMMENDATIONS

Re-Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Recommendation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Questionnaire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Other Materials

Appendix A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Appendix B. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Bibliography. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
 Chapter I
THE PROBLEM

Background of the study

As mathematics teachers respond to the need for fostering students’

mathematics literacy, the important role of students’ mathematics self-efficacy has

received increased attention. Mathematics self-efficacy is commonly defined as

individuals’ beliefs or perceptions regarding their abilities in mathematics.

Bandura suggested that students with higher levels of self-efficacy tend to

be more motivated to learn and more likely to persist when presented with

challenging tasks. Bandura identified four main sources of self-efficacy: mastery

experiences, vicarious experiences, social persuasion, and physiological states.

Students base most of their beliefs about their abilities on their mastery

experiences. For example, students who have repeatedly succeeded in previous

mathematics courses will most likely believe that they have the ability to succeed

in future mathematics courses.

Vicarious experiences involve students observing social models similar to

themselves succeeding with particular tasks. Although this does not contribute as

strongly to self-efficacy as mastery experiences, students will feel more confident

in mathematics if they see students they perceive as similar to themselves

succeeding in mathematics. The final two sources contribute the least to students’

self-efficacy. Social persuasion refers to encouragement, both positive and

negative, from peers, teachers, and parents. Physiological states refer to the

student’s physical state such as fatigue, pain, or nausea.

1
 Poor mathematics self-efficacy in students often decreases their motivation

to learn and eventually can lead to low mathematics achievement. In a study of

college freshmen enrolled in a developmental mathematics course, Higbee and

Thomas found that mathematics self-efficacy, along with other affective factors

such as test anxiety and perceived usefulness of mathematics, influenced

students’ mathematical performances. The results of their study suggest to

instructors that focusing on teaching mathematical content is insufficient for some

students to learn mathematics. College mathematics instructors must also

consider emotional or attitudinal factors that influence how students learn

mathematics.

Closely related to mathematics self-efficacy, mathematics anxiety can also

affect students’ performances in mathematics classes. Mathematics anxiety is

related to general anxiety as well as test anxiety, but it also extends to a more

specific fear of mathematics. As Richardson and Suinn point out: “Mathematics

anxiety involves feelings of tension and anxiety that interfere with the manipulation

of numbers and the solving of mathematical problems in a wide variety of ordinary

life and academic situations”.

Mathematics anxiety can often affect students who, otherwise, do not

generally experience anxiety in other academic subjects. The impact of

mathematics anxiety varies based on each individual student. Students who suffer

from higher levels of mathematics anxiety typically develop negative attitudes and

emotions toward mathematics. By the time students participate in college

mathematics courses, their attitudes toward mathematics are relatively stable;

2
those students with mathematics anxiety are more likely to avoid taking

mathematics courses in college. Perhaps the most severe consequence of

mathematics anxiety is a decreased level of mathematical achievement. Cates and

Rhymer found that students with higher levels of mathematics anxiety had

significantly lower computational fluency in all areas of mathematical

computations; these students in turn, had lower levels of achievement in

mathematics.

Because mathematics self-efficacy and mathematics anxiety influence

students’ mathematics achievement, it is important to understand how self-efficacy

and anxiety relate to each other. Previous research has focused on measuring and

exploring the two constructs separately. A strong relationship between

mathematics self-efficacy and mathematics anxiety could have implications for

how researchers understand and measure these constructs and how instructors

attempt to improve students’ attitudes toward mathematics. The questionnaires

that are currently used in research on mathematics self-efficacy or anxiety were

designed to be used as separate instruments for a variety of different purposes.

3
Statement of the Problem

This study aims to determine the self-efficacy and anxiety on Senior High

School students of Antonio P. Villar National High School. It also seeks to answer

the following research questions:

1. What is the profile of the respondents with respect to the following variables:

a. Age

b. Sex

c. Grade Level

d. Grade in recent Math subject

2. What is the level of self-efficacy of students in Mathematics?

3. What is the level of anxiety of students in Mathematics?

4. Are there any significant relationships exist between self-efficacy of students in

mathematics to their profile variables?

5. Are there any significant relationships exist between anxiety of students in

mathematics to their profile variables?

Research Hypothesis

The following hypotheses are tested in their null form at 0.05 alpha level of

significance.

1. There are no significant relationships exist between self-efficacy of students in

mathematics to their profile variables?

4
2. There are no significant relationships exist between anxiety of students in

mathematics to their profile variables?

Scope and Delimitation of the Study

This study is delimited to all Senior High School students under Academic

Track. The investigation will focus on determining the students’ self-efficacy and

anxiety in Mathematics and the efficient way to help them improve. The targeted

respondents of this research are the Grade 11 and Grade 12 students under

Academic Track in Senior High School Department of Antonio P. Villar National

High School in Santo Tomas, Pangasinan this school year 2017-2018.

Significance of the Study

The result of this research work will benefit the following groups of people.

Students - The study will reveal the attitudes, strengths and weaknesses

of students towards learning Mathematics.

Parents - The results of this study will inform the parents about the

necessary attention, guidance and support they should give to their children in

order to boost their confidence in learning Mathematics.

Teachers – This study will serve as reference and additional information in

order for them to make creative and innovative way of teaching styles and

strategies they can apply to their students.

Principal – The outcome of this study will help the Principal in making and

directing new and much productive way of teaching Mathematics.

5
Definition of Terms

To facilitate understanding to this present research work the following

terms are defined theoretically and operationally.

Self- Efficacy- it is defined as a personal judgement of “how well one can

execute courses of action required to deal with prospective situations.”

Anxiety- it refers to specific extreme fear or worry, and includes panic

disorder and panic attacks, agoraphobia, social anxiety disorder, selective mutism,

separation anxiety and specific phobias.

Mathematics- it is the study of numbers, shapes and patterns.

Questionnaire- a set of printed or written questions with a choice of

answers, devised for the purposes of a survey or statistical study.

Profile- a brief description that provides information about someone or

something.

Hypothesis- an idea or theory that is not proven but leads to further study

or discussion.

6
 CHAPTER II
REVIEW OF THE RELATED LITERATURE
This chapter presents the local and foreign literatures and studies beneficial

to this present research work.

Mathematics Self-Efficacy

According to Bandura, Mathematics self-efficacy is an individual’s beliefs

and perception respect to his or her ability in Mathematics. Self-efficacy, in general,

has been linked with motivation. It has been established that students with higher

levels of self-efficacy tend to be more motivated to learn than their peers and are

more likely to persist when presented with challenges ( Pajares & Graham ,2011;

Pajares & Kranzler,2010; Zeldin & Pajares, 2010 )

Usher and Pajares (2010) found that “perceive mastery experience is a

powerful source of students’ mathematics self-efficacy. Students who feel they

have mastered skills at succeeded at challenging assignments experience a boost

in their efficacy beliefs.”

According to Bandura’s (2011) social cognitive theory, self-efficacy is

specific to context and must be measured appropriately. Bandura also suggested

that self-efficacy should be measured closed to the time that the task would take

place. This proximity helps students to make more accurate judgments about their

abilities than otherwise.

Hall and Ponton (2012) set out to explore the differences between students

enrolled in a developmental mathematics course and those enrolled in a calculus

7
course. Not surprisingly, the developmental mathematics students had lower

mathematics self-efficacy than the calculus students did. Developmental

mathematics students are less likely to have previous successful mathematics

achievement than calculus students and are therefore less likely to have higher

levels of mathematics self-efficacy.

Hackett and Betz (2013) found that students’ levels of mathematics self-

efficacy are better predictor of their educational and career choices that the

student’s previous mathematics performance. Student’s previous performance in

mathematics contributes to their mathematics self-efficacy, but how students

perceive that performance is more indicative of future performances than their

actual achievement.

Betz and Hackett (2011); Pajares and Miller (2012) have found a significant

difference between the mathematics self-efficacy of male and female students,

with males demonstrating significantly higher levels of mathematics self-efficacy

than female students.

Pajares and Miller (2014) found that college students tend to incorrectly

estimate their abilities in mathematics, with 57% of the students overestimating

their abilities and 20% underestimating. Although same overestimates can be

beneficial to help students persist in mathematics, underestimates and gross

overestimates can be harmful to students’ mathematics achievements.

8
Mathematics Anxiety

Richardson and Suinn (2012), found that Mathematics anxiety can also

affect students learn in mathematics classes. Mathematics anxiety is related to

students feeling tense or anxious working with numbers or solving mathematical

problems.

Cates and Rhymer (2013) found that students with higher levels of

mathematics anxiety had significantly lower computational fluency in all areas of

mathematical computations. This lower level of fluency in turn decreases students’

achievements in mathematics and likely contributes to negative attitudes towards

mathematics.

Wilson and Thorton (2015) have also shown that teachers’ attitudes toward

both students and the courses they are teaching can influence how students

respond to the material.

Hembree (2010) found that students with low achievement in mathematics

would develop negative emotions and attitudes toward mathematics, causing them

to avoid mathematics in the future.

Jackson and Leffingwell (2012) asked 157 college students to reflect on

their mathematical experiences from elementary school through college. Students

were asked to identify challenging experiences in order to explore when they

perceived themselves as being stressed in mathematics class. About 27% of the

students reported that their first stressful experiences in mathematics were at the

college level. Students consistently identified experiences with their instructors as

9
influencing their emotions and attitudes toward mathematics. These experiences

included instructors’ derogatory comments, negative attitudes and behavior toward

their student, and lack of caring about students’ understanding.

Ashcraft and Kirk (2013) found that mathematics anxiety causes

interference with the working memory’s ability to focus on the mathematical task.

Ashcraft and Kirk also found that this working memory interference not only causes

students to take longer with mathematical tasks but also degrades students’

accuracy.

Zettle and Houghton (2013) found that college-age men are less likely than

women to report feelings of anxiety toward mathematics because the men believe

that it is socially unacceptable for men to experience mathematics anxiety. This

finding suggests that researchers will have a more difficult time measuring the

mathematics anxiety of male students than that of female students.

Conceptual Framework

Motivation is defined as an individual’s tendency to instigate and sustain

goal-directed behaviors (Pintrich & Schunk, 2012). When it comes to learning

mathematics, it is often assumed that highly motivated college students are more

likely to achieve and perform at higher levels than less motivated students. It is

also assumed that students’ motivation to learn mathematics is related to their

levels of mathematics self-efficacy and anxiety. Specifically, it is assumed that

students who feel more confident than their peers in their abilities in mathematics

10
and have less anxiety toward mathematics are more likely to be motivated to learn

and therefore succeed in mathematics (Middleton & Spanias, 1999).

Unfortunately, research that actually tests these assumptions is sparse.

Because of the complex nature of motivation, there are multiple approaches

to exploring an individual’s motivation to learn mathematics. One of the most

common ways to conceptualize motivation is as extrinsic or intrinsic. Extrinsic

motivation occurs when an individual is motivated to complete a task by a factor

that is external to the task. For example, in school, students might be motivated to

study for tests in order to receive a good grade. Intrinsic motivation is when an

individual’s motivation comes from the task itself. In school, this can result from

students being motivated to study for a test because of the satisfaction they receive

when overcoming academic challenges.

Another way to characterize motivation is with respect to a student’s goal

orientation. Goals are typically classified as either learning goals or performance

goals. When a student sets learning goals, the goals are related to successfully

understanding the material, learning new skills, or mastering tasks. The desired

result is not just to complete the task, but to have gained some type of

understanding as well. Performance goals, on the other hand, lead a student to be

concerned only with the outcome of the task. For example, students with

performance goals will not necessarily strive for understanding concepts if they

can achieve a satisfactory grade without learning the material.

11
 Although extrinsic and intrinsic motivation, along with goal orientation, are

important to academic motivation, the exploration of the relationship between

mathematics self-efficacy and mathematics anxiety requires consideration of how

these constructs affect student motivation based on students’ beliefs. The

framework utilized in this paper is a general expectancy-value model (Ajzen &

Fishbein, 2015; Eklof, 2016; Wigfield, Tonks, & Eccles, 2014), which emphasizes

the importance of individuals’ beliefs about a variety of issues and how these

beliefs interact to contribute to their motivation.

This framework considers the individuals’ beliefs about their abilities

(expectancy components) and their beliefs about the value of the tasks (value

components). To apply this framework to mathematics self-efficacy and

mathematics anxiety, it is necessary to understand both of these components and

how they apply to mathematics students.

12
 Chapter III

METHODOLOGY

This chapter explains in detail the methodology used in gathering the

information necessary in this study. It discusses the research design, sampling

technique and procedure, data gathering procedure and the data gathering

instrument will be used in this present study. The steps involved are elaborated in

details and will be carried out systematically in order to achieve a high degree of

reliability and validity.

Research Design

The research design that used is the Quantitative Design. This method

emphasized objective measurements and the statistical, mathematical or

numerical analysis of data collected through polls, questionnaires, and surveys, or

by manipulating pre-existing statistical data using computational techniques.

Subjects of the Study

The respondents of the study are the Grade 11 and Grade 12 students

under Academic Track of Antonio P. Villar National High School, Santo Tomas,

Pangasinan.

Sampling Technique

Purposive Random Sampling is used to determine the respondents of this

study. A purposive sample is a non-probability sample that is selected based on

characteristics of a population and the objective of the study. Purposive

sampling is also known as judgmental, selective, or subjective sampling.

13
 We asked for permission to the school principal in setting time for the survey

schedule during Homeroom Guidance Program in the afternoon to give students

comfortable time and to avoid disturbance in their classes.

Data Gathering Procedure

The following are the step by step procedure followed in the conduct of this

research work.

1. The researchers prepared the questionnaires.

2. The researchers conducted the survey to the respondents.

3. The researchers consolidated the result of the survey.

4. The researchers analyzed and interpreted the result of study.

Data Gathering Instrument

The data is collected from the respondents through a questionnaire-

checklist as the main data gathering instrument of this research work.

The questionnaire is presented as a survey form which is the official form in

gathering information from the respondents. It is divided into two sections

containing different sets of data that need corresponding details.

The first part of the questionnaire corresponds to the biography of the

respondents which is the profile of themselves. It includes the basic information

about the respondents such as their name, age, sex, address, etc.

The last part is the checklist section which composed of two checklist tables.

The first checklist measures the self-efficacy of students in mathematics while the

second checklist measures the anxiety.

14
 Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the data pertaining to the answer of the research

questions profound in this study. These are presented in tabular forms arranged

according to the development process followed in this study.

PROFILE OF THE RESPONDENTS

Table 1 presents the frequency counts and percentage distribution of the

respondents across the variable categories considered in this study.

Table 1
Frequency and Percentage Distribution of Respondents
across the Variable Sex, Age, Grade Level, Strand and Grade in Recent
Mathematics Subject
N=128

Variable Categories Frequency Percent

Male 69 53.9

Sex Female 59 46.1

Total 128 100.0

15 yrs. Old 7 5.5

16 yrs. Old 20 15.6

17 yrs. Old 53 41.4

Age 18 yrs. Old 44 34.4

19 yrs. old
4 3.1
and above

Total 128 100.0

15
 Grade 11 61 47.7
Grade Level Grade 12 67 52.3

Total 128 100.0

STEM 41 32.0
Strand GAS 87 68.0

Total 128 100.0

79 and below 19 14.8

80-84 35 27.3
Grade in Recent 85-89 44 34.4
Mathematics
Subject 90-94 27 21.1

95-100 3 2.3

Total 128 100.0

Age. As for the variable “Age”, 53 of the respondents are ages 17 years

old which is equivalent to 41.4 percent. The table also shows that 44 of the

respondents are ages 18 years old which is equivalent to 34.4 percent.

Furthermore, 20 of the respondents are ages 16 years old which is equivalent to

15.6 percent. There are also 7 respondents that ages 15 years old which is

equivalent to 5.5 percent, while 4 of the respondents are ages 19 years old and

above which is equivalent to 3.1 percent. This shows that majority of the

respondents are in the middle teenage.

16
 Sex. As for variable “Sex”, 69 are males which is equivalent to 53.9 percent

and 59 of them are females which is equivalent to 46.1 percent. This shows that

there are more male respondents in this study.

Grade Level. As for the variable “Grade Level”, 67 of the respondents are

Grade 12 students which is equivalent to 52.3 percent, while 61 of the respondents

are Grade 11 students which is equivalent to 47.7 percent. This implies that there

are more Grade 12 students who are respondents of this study.

Strand. As for variable “Strand”, 87 of them are students under the General

Academic Strand (GAS) which is equivalent to 68 percent, while 41 of them are

students under Science Technology Engineering and Mathematics (STEM) strand

which is equivalent to 32 percent. This means that STEM students are

outnumbered by the GAS students.

Grade in Recent Mathematics subject. As for this variable “Grade in

Recent Mathematics Subject”, 44 of the respondents has grades ranging 85-89

which is equivalent to 34.4 percent. The table also shows that 35 of the

respondents has grades ranging 80-84 which is equivalent to 27.3 percent.

Furthermore, 27 of the respondents has grades ranging 90-94 which is equivalent

to 21 percent. Moreover, 19 of the respondents has grades ranging 79 and below

which is equivalent to 14.8 percent, while 3 of the respondents has grades ranging

95-100 which is equivalent to 2.4 percent. This shows that majority of the

respondents has grades ranging 85-89.

17
 Table 2.a
Presents the list of Statement Indicators for the Students’ Self-Efficacy
in Mathematics
Statement Indicators Mean Transmuted Rating
1. 1. I have been able to understand 3.41 High Self-Efficacy
mathematics.
2. 2. I have done well in my mathematics 3.53 High Self-Efficacy
subjects.
3. 3. I have enjoyed mathematics. 3.27 Moderately High Self-
Efficacy
4. I am the type of person who is able to 3.34 Moderately High Self-
learn mathematics well. Efficacy
5. I have been happy in my mathematics 3.11 Moderately High Self-
courses. Efficacy
4. 6. Mathematics teachers have been willing 3.95 High Self-Efficacy
to help me learn the concepts.
7. I have asked questions in my 3.19 Moderately High Self-
mathematics classes. Efficacy
5. 8. I have sought help from mathematics 2.41 Low Self-Efficacy
teachers outside the school.
9. I have set goals in my mathematics 3.23 Moderately High Self-
classes. Efficacy
6. 10. I have worked with other students in 3.38 Moderately High Self-
my mathematics classes. Efficacy
7. 11. I have worked hard in my mathematics 3.75 High Self-Efficacy
classes.
8. 12. I regularly do assigned homework in 3.38 Moderately High Self-
my mathematics classes. Efficacy
13. Working on mathematics homework is 3.06 Moderately High Self-
stressful to me. Efficacy
14. I worry if I’m not able to understand our 3.65 High Self-Efficacy
lessons in mathematics.
15. I am cramming whenever I am 2.95 Moderately High Self-
answering my mathematics test. Efficacy
Self-Efficacy Average 3.31 Moderately High Self-
Efficacy

18
Legend:

Numerical Rating Self-Efficacy Transmuted Rating

Descriptive Rating
4.20 – 5.00 Always Very High Self-Efficacy
3.40 – 4.19 Often High Self-Efficacy
2.60 – 3.39 Sometimes Moderately High Self-Efficacy
1.80 – 2.59 Seldom Low Self-Efficacy
1.0 – 1.79 Never Very Low Self-Efficacy

Self-Efficacy of students in Mathematics Mean Average is 3.31 means

“Moderately High Self-Efficacy”. Item No. 6, “Mathematics teachers have been

willing to help me learn the concepts.” obtained the highest mean of 3.95,

equivalent to “High Self-Efficacy.”, while Item No. 8 “I have sought help from

mathematics teachers outside the school.” obtained the lowest mean of 2.41,

equivalent to “Low Self-Efficacy.”

This implies that students’ self-efficacy in mathematics depend on the

learning they acquire from teachers since the two statement indicators which

garnered the highest and lowest mean revolved around the help and guidance of

mathematics teachers to students.

19
 Table 2.b
Presents the list of Statement Indicators for the Students’ Anxiety Level
in Mathematics
Statement Indicators Mean Transmuted Rating
1. I get tense when I prepare for a 3.23 Moderately High
mathematics test. Anxiety
2. I believe I can do mathematics in a 3.27 Moderately High
mathematics course. Anxiety
3. I get nervous when asking questions in 3.11 Moderately High
class. Anxiety
4. I worry that I will not be able to do well on 3.18 Moderately High
mathematics tests. Anxiety
5. I’m afraid in failing my future course due 3.38 Moderately High
to mathematics. Anxiety
6. I believe I can get an “A” when I am in a 3.15 Moderately High
mathematics course. Anxiety
7. I worry that I will not be able to get a good 3.20 Moderately High
grade in mathematics courses. Anxiety
8. I believe I can learn well in a mathematics 3.55 High Anxiety
course.
9. I believe I can think like a mathematician. 2.62 Moderately High
Anxiety
10. I believe I can complete all of the 3.16 Moderately High
assignments in a mathematics course. Anxiety
11. I get nervous when I have to use 2.70 Moderately High
mathematics outside the school. Anxiety
12. I believe I can understand the content in 3.21 Moderately High
a mathematics course. Anxiety
13. I believe I can do well on a mathematics 3.40 High Anxiety
test.
14.I am anxious when mathematics 2.92 Moderately High
teachers are lecturing. Anxiety
15. I worry that I will have to use 2.63 Moderately High
mathematics in my future career. Anxiety
Anxiety Average 3.21 Moderately High
Anxiety

20
Legend:

Numerical Rating Self-Efficacy Transmuted Rating

Descriptive Rating
4.20 – 5.00 Always Very High Anxiety
3.40 – 4.19 Often High Anxiety
2.60 – 3.39 Sometimes Moderately High Anxiety
1.80 – 2.59 Seldom Low Anxiety
1.0 – 1.79 Never Very Low Anxiety

Anxiety of students in Mathematics Mean Average is 3.21 means

“Moderately High Anxiety.” Item No. 8 “I believe I can learn well in a mathematics

course.” Obtained the highest mean of 3.55 which means “High Anxiety”, while

Item No. 9 “I believe I can think like a mathematician.” obtained the lowest mean

of 2.62 which means “Low Anxiety.”

This implies that students’ mind-set towards mathematics greatly affect their

anxiety to it. Considering that the two statement indicators which garnered the

highest and lowest mean are both revolving around the fixed state of mind or

particular way of thinking by students in mathematics.

21
 Table 3
Relationship between the Students’ Self-Efficacy and Anxiety in
Mathematics to the Profile Variables
N=128

Self-Efficacy Anxiety
Average Average

Pearson Correlation .140 .177

Sex
Sig. (2-tailed) .114 .045

Pearson Correlation .007 .024

Age
Sig. (2-tailed) .937 .792

Pearson Correlation .004 -.059**

GradeLevel
Sig. (2-tailed) .969 .507

Pearson Correlation -.316 -.275

Strand
Sig. (2-tailed) .000 .002

Grade in Recent Pearson Correlation .410 .380

Mathematics Subject
Sig. (2-tailed) .000 .000

22
Mean Difference between Self-Efficacy
across Profile Variables

Table 4.a
ANNOVA Results on the Mean Difference of the Self-Efficacy of Students
across Sex, Age, Grade Level, Strand and Grade in Recent
Mathematics Subject
N=128

Profile Variable Sum of df Mean Square F Sig.

Squares

Between Groups .637 1 .637 2.536 .114

Sex Within Groups 31.642 126 .251

Total 32.279 127

Between .191 4 .048 .183 .947

Age Groups 32.087 123 .261

Within Groups
32.279 127
Total

Between Groups .000 1 .000 .002 .969

Grade Level Within Groups 32.278 126 .256

Total 32.279 127

Between Groups 3.231 1 3.231 14.016 .000

Strand Within Groups 29.047 126 .231

Total 32.279 127

Between Groups 5.899 4 1.475 6.877 .000

Grade in Recent
Mathematics Within Groups 26.379 123 .214
Subject

Total 32.279 127

23
 Sex. The computed F-value is 2.536, significantly at .114 indicates that the

variable “sex” is not a source of variation in the Self-Efficacy of students in

Mathematics; hence the null hypothesis of having no significant relationship exist

between the self-efficacy of students in mathematics to their profile variables is

accepted. This means that the sex of students doesn’t affect their self-efficacy in

Mathematics. This oppose the study of Betz and Hackett (2011); Pajares and Miller

(2012) have found a significant difference between the mathematics self-efficacy

of male and female students, with males demonstrating significantly higher levels

of mathematics self-efficacy than female students.

Age. The computed F-value is .183, significant at .947 indicates that the

variable “age” is not a source of variation in the Self-Efficacy of students in

Mathematics; hence the null hypothesis of having no significant relationships exist

between the self-efficacy of students in mathematics to their profile variables is

accepted. This implies that the age of students doesn’t define their self-efficacy in

Mathematics.

Grade Level. The computed F-value is .002, significant at .969 indicating

that the difference between the self-efficacy of students in mathematics and the

profile variable “grade level” is not significant. Thus, the null hypothesis which

states that “there are no significant relationships exist between the self-efficacy of

students in mathematics to their profile variables” is accepted. This means that the

variable grade level is not a source of variation.

24
 Strand. The computed F-value is 14.016, significant at .000 indicating that

the difference between self-efficacy of students in mathematics and the variable

strand is significant. Thus, the null hypothesis which states that “there are no

significant relationships exist between the self-efficacy of students in mathematics

to their profile variables” is rejected. This means that the variable strand is a source

of variation. It supports the study of Hall and Ponton (2012) found that the

developmental mathematics students had lower mathematics self-efficacy than the

calculus students did. Developmental mathematics students are less likely to have

previous successful mathematics achievement than calculus students and are

therefore less likely to have higher levels of mathematics self-efficacy.

Grade in Recent Mathematics Subject. The computed F-value is 1.774,

significant at .031 indicating that the difference between self-efficacy of students

in mathematics and the variable grade in recent mathematics subject is significant.

Therefore, the null hypothesis which states that, “there are no significant

relationships exist between the self-efficacy of students in mathematics to their

profile variables” is rejected. This means that the variable grade in recent

mathematics subject is a source of variation. This supports the study of Hackett

and Betz (2013) who found that students’ levels of mathematics self-efficacy are

better predictor of their educational and career choices that the student’s previous

mathematics performance. Student’s previous performance in mathematics

contributes to their mathematics self-efficacy, but how students perceive that

performance is more indicative of future performances than their actual

achievement.

25
 Mean Difference between Anxiety
across Profile Variables

Table 4.b
ANNOVA Results on the Mean Difference of the Anxiety of Students
across Sex, Age, Grade Level, Strand and Grade in Recent
Mathematics Subject
N=128

Profile Variable Sum of df Mean Square F Sig.

Squares

Between Groups .683 1 .683 4.096 .045

Sex Within Groups 21.025 126 .167

Total 21.708 127

Between .400 4 .100 .577 .680

Age Groups 21.308 123 .173

Within Groups
21.708 127
Total

Between Groups .076 1 .076 .443 .507

Grade Level Within Groups 21.632 126 .172

Total 21.708 127

Between Groups 1.647 1 1.647 10.342 .002

Strand Within Groups 20.061 126 .159

Total 21.708 127

Between Groups 3.202 4 .801 5.321 .001

Grade in Recent
Mathematics Within Groups 18.506 123 .150
Subject

Total 21.708 127

26
 Sex. The computed F-value is 4.096, significant at 0.45, indicates that the

variable “sex” is not a source of variation in the Students’ Anxiety in Mathematics;

hence the null hypothesis of no difference is accepted. This means that the sex of

students doesn’t affect their Anxiety in Mathematics. This supports the study of

Zettle and Houghton (2013) found that college-age men are less likely than women

to report feelings of anxiety toward mathematics because the men believe that it

is socially unacceptable for men to experience mathematics anxiety. This finding

suggests that researchers will have a more difficult time measuring the

mathematics anxiety of male students than that of female students.

Age. The computed F-value is .557, significant at .680 indicating that the

difference between the Anxiety of students in Mathematics and the profile variable

“Age”, is not significant. Thus, the null hypothesis which states that “There are no

significant relationships exist between anxiety of students in mathematics to their

profile variables?” and the variable age is accepted. This means that the variable

is not a source of variation.

Grade Level. The computed F-value is .443 significant at .507. Their

significance level is higher than the set alpha level of 0.05. Therefore, the null

hypothesis which states “There are no significant relationships exist between

anxieties of students in mathematics to their profile variables?” is accepted. This

means that there is no variation in the Anxieties of students in Mathematics with

respect to the Grade Level. This oppose the study of Jackson and Leffingwell

(2012) asked 157 college students to reflect on their mathematical experiences

from elementary school through college. Students were asked to identify

27
challenging experiences in order to explore when they perceived themselves as

being stressed in mathematics class. About 27% of the students reported that their

first stressful experiences in mathematics were at the college level. Students

consistently identified experiences with their instructors as influencing their

emotions and attitudes toward mathematics. These experiences included

instructors’ derogatory comments, negative attitudes and behavior toward their

student, and lack of caring about students’ understanding.

Strand. The F-value is 10.324 significant at .002, indicating that the

difference between the anxiety of students in mathematics and their strand is

significant. Therefore, the null hypothesis which states, “There are no significant

relationships exist between anxieties of students in mathematics to their profile

variables?” is rejected. This implies that strand of students is a source of variation.

Grade in Recent Mathematics subject. The computed F-value is 1.774,

significant at .031 level of significance. Therefore, the null hypothesis which states

“There are no significant relationships exist between anxieties of students in

mathematics to their profile variables?” is rejected. This means that the variable

grade in recent mathematics subject is a source of variation. This supports the

study of Hembree (2010) found that students with low achievement in mathematics

would develop negative emotions and attitudes toward mathematics, causing them

to avoid mathematics in the future.

28
 Chapter 5

SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter presents the re-statement of the problem, summary of salient

findings, conclusions and recommendations.

Re-Statement of the Problem

This study focused on the student’s self-efficacy and anxiety in

mathematics.

Specifically, Problem No. 1 focused on the profile of respondents- grades

11 and 12 with respect to their sex, age, grade level, strand and grade in recent

mathematics subject.

Specifically, Problem No. 2 determined the level of self-efficacy of the

respondents in mathematics.

Specifically, Problem No. 3 investigated the level of anxiety of students of

the respondents in mathematics.

Specifically, Problem No. 4 determined the significant relationship between

the self-efficacy of students in mathematics and their profile variables.

Specifically, Problem No. 5 determined the significant relationship between

the anxiety of students in mathematics and their profile variables.

29
FINDINGS

The following are the salient findings of this study:

1. The average Mathematics grade of students is ranging 85-89 which is equivalent

to 34.4 percent. Eighty seven or sixty eight percent are from General Academic

Strand. Almost half of them are ages 17 years old, while 53.9 percent is male.

2. The respondents have marked relatively a high self-efficacy which is equivalent

to 3.75 mean on the Item No. 11 of Self-Efficacy checklist stating “ I have work

hard in my Mathematics classes “. Meanwhile, they got t the lowest mean of 2.41

in the Item No. 8 of the Self-Efficacy checklist which states “I have sought help

from Mathematics teachers outside the school” while their average self-efficacy

mean is 3.31 equivalent to “ Moderately High Self-Efficacy “.

3. The respondents have a relatively high anxiety of 3.55 mean in the Item No. 8

of Anxiety checklist which states that “I believe I can learn well in a mathematics

course”, while Item No. 9 which states that “I believe I can think like a

mathematician.” garnered the lowest mean of 2.62 posted by the respondents

which is equivalent to Moderately High Anxiety. The average anxiety mean is 3.21

equivalent to “Moderately High Anxiety.”

30
4. Significant relationships were noted between self-efficacy of students in

mathematics to the profile variables namely; strand and grade in recent

mathematics subject. ANNOVA results show that the F-value of strand is 14.016,

while grade in mathematics subject is 6.877, both significant at .000.

5. Significant relationship were determined between the anxiety of the students to

the profile variables namely; sex, strand and grade in recent mathematics subject.

ANNOVA results show that the F-value of sex is 4.096, significant at .045, strand

F-value is 10.342, significant at .002, while grade in recent mathematics subject F-

value is 5.321, significant at .001.

Conclusion

The following are the conclusions drawn from the findings of the study.

1. Students only have an average mathematics capacity.

2. Students showed moderately high self-efficacy in mathematics. However, there

is still room for improvement to level up the self-efficacy rating to very high self-

efficacy.

3. Students showed moderately high anxiety in mathematics. However, there is

still room for declining the level of Anxiety from Moderately High Anxiety to Very

Low Anxiety.

31
4. Students’ strands highly define their Self-Efficacy in mathematics. Students

under General Academic Strand have relatively higher Self-Efficacy compare to

Science, Technology, Engineering and Mathematics students who are much

indulge to complex mathematics and engineering subjects. The Grade in Recent

Mathematics subject also affect the level of self-efficacy of the students through

the grades they are obtaining in their mathematics subjects that corresponds to

their efficiency in the mathematics field.

5. Students’ sex highly affect the level of anxiety of students wherein male

respondents have experienced higher anxiety than females. The strand also affect

their level of anxiety as the Science, Technology, Engineering and Mathematics

students experienced hard time in catching up with the concepts as well as the

demand and frustrations in their mathematics subjects. Meanwhile, the grade in

recent mathematics subjects contributes to more anxiety as individual pressure of

students are build up in their mathematics class.

32
RECOMMENDATION

The following are the recommendations forwarded:

1. Cooperative learning among students shall improve by Mathematics teachers

during class activities and Independent Cooperative Learning Time in order to help

other students to cope with the lessons.

2. Create an online group where Mathematics teachers and their students are

interacting and communicating to extend mathematics learning by sharing

pointers, summary, activities and exercises about a Mathematics concept.

3. Mathematics Department shall establish Mathematics Tutorial conducting at

least once a week to help students who find difficulty in understanding

mathematics concepts.

4. To decrease the level of Anxiety of students in Mathematics, Teachers should

teach Mathematics in simplest yet competent style of teaching to ensure learners

are still able to cope up with the necessary competencies they should grasp in a

concept.

5. In solving mathematical problems, the mathematics teacher should show how

to get the answer in long equation and in short cut way (if possible) then deal with

the process in which the students get well.

33
 QUESTIONNAIRE

A. Personal Information

Name (Optional): ___________________________________________________

Address: __________________________________________________________

Sex: Male Female

Age: 15 years old 16 years old 17 years old

18 years old 19 years old 20 (and above) years old

Grade Level: Grade 11 Grade 12

Strand: STEM GAS

Grade in Recent Mathematics subject:: ____

B. Checklist

General Instruction: In order to better understand what you think and feel about your
mathematics course, please respond to each of the following statements based on
these given scales.
(1) Never, (2) Seldom, (3) Sometimes, (4) Often, (5) Usually

Self-Efficacy Checklist

Indicator Statements Never Seldom Sometimes Often Usually

9. 1. I have been able to understand
mathematics.
10. 2. I have done well in my
mathematics subjects.
11. 3. I have enjoyed mathematics.
4. I am the type of person who is
able to learn mathematics well.
5. I have been happy in my
mathematics courses.

34
 Statement Indicators Never Seldom Sometimes Often Usually
12. 6. Mathematics teachers have been
willing to help me learn the
concepts.
7. I have asked questions in my
mathematics classes.
13. 8. I have sought help from
mathematics teachers outside the
school.
9. I have set goals in my
mathematics classes.
14. 10. I have worked with other
students in my mathematics
classes.
15. 11. I have worked hard in my
mathematics classes.
16. 12. I regularly do assigned
homework in my mathematics
classes.
13. Working on mathematics
homework is stressful to me.
14. I worry if I’m not able to
understand our lessons in
mathematics.
15. I am cramming whenever I am
answering my mathematics test.

35
 Anxiety Checklist

Statement Indicators Never Seldom Sometimes Often Usually

1. I get tense when I prepare for a
mathematics test.
2. I believe I can do mathematics in
a mathematics course.
3. I get nervous when asking
questions in class.
4. I worry that I will not be able to do
well on mathematics tests.
5. I’m afraid in failing my future
course due to mathematics.
6. I believe I can get an “A” when I
am in a mathematics course.
7. I worry that I will not be able to
get a good grade in mathematics
courses.
8. I believe I can learn well in a
mathematics score.
9. I believe I can think like a
mathematician.
10. I believe I can complete all of
the assignments in a mathematics
course.
11. I get nervous when I have to use
mathematics outside the school.
12. I believe I can understand the
content in a mathematics course.
13. I believe I can do well on a
mathematics test.
14.I am anxious when mathematics
teachers are lecturing.
15. I worry that I will have to use
mathematics in my future career.

36
 APPENDIX A
LETTER TO THE PRINCIPAL

To: DR. JAMES F. FERRER

PRINCIPAL IV
ANTONIO P. VILLAR NATIONAL HIGH SCHOOL

Sir,

We would like to inform you that Grade 12- STEM students of Senior High School
Department of Antonio P. Villar National High School are conducting research
studies in fulfillment of the requirements in Inquiries, Investigations and Immersion
subject.

With this regard, we are humbly asking for your permission to conduct in this school
our research study entitled “Student’s Self-Efficacy and Anxiety in Mathematics.”
We are also seeking for your approval to conduct series of surveys on the Senior
High School students as our respondents and other data gathering procedures
which are essential for the completion and success of our study.

Thank you for your support and cooperation.

May our Almighty Father continuously bless you and your family.

Respectfully yours,

Jayson P. De Leon
Glences John S. De Leon
Mark John V. Orenia
Rovelyn M. Riego

Checked:

Jonathan A. Gevero,Ed.D.
Research Teacher

Approved:

James F. Ferrer,Ed.D.
Principal IV

37
 APPENDIX B

LETTER TO THE RESPONDENTS

To: SENIOR HIGH SCHOOL STUDENTS

ANTONIO P. VILLAR NATIONAL HIGH SCHOOL
STO. TOMAS, PANGASINAN

Dear respondents,
We in our group are conducting our research study entitled “Students’ Self-
Efficacy and Anxiety in Mathematics.” In fulfillment of the requirements in Inquiry,
Investigations and Immersion subject.
With this regard, may we humbly ask for your time and cooperation as our
respondents in our study. We will be gathering some information and details from
you for the completion and success of our study.
Your cooperation is very much appreciated. Rest assured that the information
and details we will be getting will remain confidential for your convenience and
privacy.
Respectfully yours,

Jayson P. De Leon
Glences John S. De Leon
Mark John V. Orenia
Rovelyn M. Riego

Checked:

Jonathan A. Gevero,Ed.D.
Research Teacher

Approved:

James F. Ferrer,Ed.D.
Principal IV

38
 BIBLIOGRAPHY

Ajzen, I., & Fishbein, M. (2005). The influence of attitudes on behavior. In D.

Albarracin, B. T.
Johnson, & M. P. Zanna (Eds.), Handbook of attitudes and attitude changes:
Basic
Ashcraft, M. H. (2002). Math anxiety: Personal, educational, and cognitive
consequences.
Current Directions in Psychological Science, 11, 181–185.
Ashcraft, M. H., & Kirk, E. P. (2001). The relationships among working memory,
math anxiety,
and performance. Journal of Experimental Psychology: General, 130, 224–237.
Ashcraft, M. H., & Ridley, K. S. (2005). Math anxiety and its cognitive
consequences. In J. I. D.
Campbell (Ed.), Handbook of mathematical cognition (pp. 315–330). New York:
Psychology Press.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H.
Freeman.
Beilock, S. L., & Carr, T. H. (2005). When high-powered people fail: Working
memory and
"choking under pressure" in math. Psychological Science, 16, 101–105.
Beloff, H. (1992). Mother, father and me: Our IQ. The Psychologist, 5, 309–311.
Benson, J., & Nasser, F. (1998). On the use of factor analysis as a research tool.
Journal of
Vocational Education Research, 23, 13–33.
Bessant, K. (1995). Factors associated with types of mathematics anxiety in
college students.
Journal for Research in Mathematics Education, 26, 327–345.

39
 CURRICULUM VITAE

A. Personal Data:
Name: JAYSON PALAGANAS DE LEON
Date of Birth: July 20, 1999
Place of Birth: Dagupan City, Pangasinan
Address: Salvacion Sto. Tomas, Pangasinan
Citizenship: Filipino
Religion: Roman Catholic

Name of Parents
Name of Mother: Dessie P. De Leon
Occupation: OFW
Name of Father: Jacinto V. De Leon
Occupation: Driver

B. Educational Attainment:
Level School Inclusive Years
Elementary Salvacion Elementary School 2006- 2012
Junior High School Antonio P. Villar National High School 2012- 2016
Senior High School Antonio P. Villar National High School 2016- 2018
 CURRICULUM VIT AE

A. Personal Data:
Name: ROVELYN MEDIONA RIEGO
Date of Birth: November 27, 1999
Place of Birth: San Jose Sto. Tomas Pangasinan
Address: #248 San Jose Sto. Tomas Pangasinan
Citizenship; Filipino
Religion: Roman Catholic

Name of Parents
Name of Mother: VENILDA MEDIONA RIEGO
Occupation: Housekeeper
Name of Father: ROGER TALANIA RIEGO
Occupation: Driver

B. Educational Attainment:
Level School Inclusive Years
Elementary San Jose Elementary School 2006- 2012
Junior High School Antonio P. Villar National High School 2012- 2016
Senior High School Antonio P. Villar National High School 2016- 2018
 CURRICULUM VITAE

A. Personal Data:
Name: MARK JOHN VILLABLANCA ORENIA
Date of Birth: September 5, 1999
Place of Birth: Dagupan City, Pangasinan
Address: San Hilario Street, Villasis, Pangasinan
Citizenship; Filipino
Religion: Roman Catholic

Name of Parents
Name of Mother: Wanda Villablanca Orenia
Occupation: Housekeeper
Name of Father: Alan Robellido Orenia
Occupation: Farmer

B. Educational Attainment:
Level School Inclusive Years
Elementary Villasis I Central School 2006- 2012
Junior High School Antonio P. Villar National High School 2012- 2016
Senior High School Antonio P. Villar National High School 2016- 2018
 CURRICULUM VITAE

A. Personal Data:
Name: GLENCES JOHN SEGUBAN DE LEON
Date of Birth: June 6, 2000
Place of Birth: Dagupan City
Address: Salvacion Sto. Tomas, Pangasinan
Citizenship: Filipino
Religion: Aglipayan

Name of Parents
Name of Mother: Glenda S. De Leon
Occupation: Entrepreneur
Name of Father: Deceased
Occupation:

B. Educational Attainment:
Level School Inclusive Years
Elementary Salvacion Elementary School 2006- 2012
Junior High School Antonio P. Villar National High School 2012- 2016
Senior High School Antonio P. Villar National High School 2016- 2018