ANXIETY, ATTITUDE AND ACADEMIC PERFORMANCE IN MATH
PUBLISHED IN AD SAPIENTIAM VOLUME IX 2015 ISSN; COPYRIGHT: 2012-290X
LUCILLE S. ARCEDAS AND JESSAMINE S. CALMA
ABSTRACT
This paper showed the interconnection between anxiety, attitude and academic performance in Math among 226 first year college students of a selected school, academic year 2013- 2014.
As an offshoot of the consistent results of the surveys conducted by the Research and Planning Office (RPO) of the selected school that freshmen students perceived College Algebra as the most difficult subject, this study aimed to determine Math anxiety levels, attitude towards Math and academic performance in Math. This further sought to find out if Math anxiety and attitude towards Math were mediating variables towards academic performance in Math.
Mean and standard deviation were used to determine Math anxiety levels, attitudes towards Math and its subscales, and academic performance in Math. Pearson-r, ANOVA and partial correlation were used to determine significant relationship, differences and mediating variables.
Results showed that students who had Math anxiety were capable of good academic performance if positive attitude towards Math was developed. Positive linear correlation was found between attitude towards Math and academic performance in Math. Negative correlation between Math anxiety and academic performance as well as Math anxiety and attitude towards Math was noted using Pearson r. Furthermore, this study showed that there was a significant difference in the attitude towards Math and academic performance in Math of first year students when grouped according to program using ANOVA. Math anxiety and attitude towards Math were mediating variables.