Mathematics Anxiety and Its Influence on Mathematics Performance Among Elementary Learners in Buguias, Benguet
DOI:
https://doi.org/10.65339/ijsair.V2.I1.61Keywords:
mathematics anxiety, numeracy performance, elementary learners, Buguias Benguet, quantitative correlational studyAbstract
Mathematics achievement remains a persistent challenge among Filipino learners, particularly in rural communities where confidence and engagement in numeracy may be limited. This quantitative correlational study examined the level of mathematics anxiety among Grades 4–6 learners in the Municipality of Buguias, Benguet, and determined its influence on mathematics performance. Using stratified random sampling, 320 learners were selected from public elementary schools across the central, northern, and southern zones of Buguias. Mathematics anxiety was measured using a 20-item Likert-based Mathematics Anxiety Scale, while performance was assessed using standardized mathematics test scores. Descriptive statistics, Pearson correlation, and multiple regression analysis were employed. Results showed that learners experienced moderate mathematics anxiety (M = 3.24, SD = 0.70) and below-average mathematics performance (M = 51.36, SD = 13.10). A significant negative relationship was found between mathematics anxiety and performance (r = –.66, p < .001). Regression analysis confirmed that mathematics anxiety significantly predicted mathematics achievement (β = –10.92, p < .001), explaining 44% of the variance. Findings emphasize the need for anxiety-reducing, supportive, and confidence-building mathematics instruction in Buguias elementary schools.
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