ABSTRACT
This study aimed to assess the level of mathematical anxiety that as perceived by teachers under its two components. It also looked into factors encountered and the mathematical anxiety as it correlates to pupils’ performance in Mathematics for the school year 2022-2023.
The study utilized the quantitative-descriptive method of research. One hundred fifty (150) from Lian District served as respondents. Questionnaire was utilized in the data collection. After the responses were retrieved, the data were then treated statistically using weighted mean, ranking, standard deviation and Pearson r. The findings revealed that there is a significant relationship between the level of mathematical anxiety and factors that affect the performance of pupils in Mathematics.
The study yielded the results that Majority of the respondents’ experience high amount course content anxiety as they are being told to interpret mathematical statements. Majority of them experienced high amount of evaluation anxiety when being called to do a board work on a Math problem. The respondents agree that there are factors in the performance of pupils in Mathematics such as to: teachers’ factor, instructional materials, parents’ participation in learning, and pupils’ experiences towards Math. There is a significant relationship between Mathematics anxiety and the factors that affect the Mathematics performance of pupils. The developed learning activity sheets made by the researcher will help enhance the skills of pupils in Mathematics.
Keywords: learning activity sheets, mathematical anxiety, performance