Rationale
This study will determine the Perception on the level of Math Anxiety in Online Teaching among Grade 10 students of Pulong Sta. Cruz National High School in the Division of Santa Rosa, Province of Laguna basis for designing local policy and guidelines. The researcher wants to understand the reason behind math difficulties towards online learning. This gives an idea to create more motivational activities to encourage learners. This study has an objective to lessen the students’ anxiety on online learning. This also has a goal on how to develop the behavior of learners in Mathematics towards online learning.
Research Methodology
The researcher will use descriptive method. The descriptive method was utilized in this study. According to Samo (2010), descriptive method is a purposive process of gathering, analyzing, classifying, and tabulating data about prevailing conditions, practices, beliefs, processes, trends, and caused-effect relationships, and then making adequate and accurate interpretation about such data with or without the aid of statistical methods.
Findings
The main objective of the study is to determine the perception on the level of math anxiety in online teaching among Grade 10 students. From the results of the inferential analysis, it shows that the perception of the male and female students towards online teaching in terms of problem - solving skills is significantly different among other factors such as thinking skills and appreciation of the subject. However, in terms of age, the study shows that the perceived impact on the level of math anxiety towards online teaching such as thinking skills, problem-solving skills and appreciation has nothing to do with the age of the students.
As seen also from the result of inferential analysis, perceived factors towards online teaching such as internet connection, classroom management and teacher’s methodology and the gender of the students shows no significant correlation at all. The study also shows that those perceived factors such as internet connection, classroom management and teacher’s methodology and age of the students also shows no correlation at all.
Recommendations
The researchers had formulated the following recommendations in answer to the problem and issues raised:
1. Mathematics educators need to recognize the causes of mathematics anxiety. Educators can become more informed about the effects of mathematics anxiety by reading related literature and attending workshops and conferences on the topic.
2. Teachers need to be aware of the impact that they have on their student’s attitudes in mathematics. There needs to be more literature to aid teachers in helping their students overcome math anxiety.
3. Students should be able to realize that interest to learn mathematics greatly influence their performance in mathematics.
4. Changing attitudes about mathematics will require support from parents, teachers and society. If negative attitudes are not changed student’s performance, college and career choices will be limited.
5. Mathematics anxiety is a reality for many students; educators should be knowledgeable about its causes and provide supportive learning communities that assist students in overcoming it.
6. Adopting various methods of teaching.