MATH ANXIETY AND ITS EFFECTS ON THE ACADEMIC MOTIVATION AND ACADEMIC OUTCOMES IN MATHEMATICS AMONG GRADE 7 LEARNERS OF SAMPAGUITA NATIONAL HIGH SCHOOL, AGUSAN DEL SUR DIVISION: A DESCRIPTIVE-CORRELATIONAL APPROACH

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This study investigated the effects of math anxiety on the academic motivation and academic outcomes of Grade 7 learners in Mathematics at Sampaguita National High School, Agusan del Sur. Employing a quantitative descriptive-correlational research design, the study examined learners’ levels of math anxiety in terms of mathematics test anxiety and numerical anxiety, their academic motivation in terms of intrinsic motivation, extrinsic motivation, and amotivation, and their academic outcomes based on first-quarter Mathematics grades. Data were gathered using an adapted and validated questionnaire administered through Mathematics teachers who observed learners’ behaviors, motivation, and performance. Descriptive statistics, including mean and standard deviation, were used to describe the levels of math anxiety, academic motivation, and academic outcomes, while Pearson Product-Moment Correlation was employed to determine the relationships among the variables. Findings revealed that learners oftentimes experienced mathematics test anxiety and sometimes exhibited numerical anxiety. Academic motivation was generally high, with extrinsic motivation registering the highest level, followed by amotivation and intrinsic motivation. Academic outcomes of learners were mostly satisfactory to very satisfactory. Correlation analysis showed a significant negative relationship between mathematics test anxiety and academic motivation, and a very strong significant relationship between mathematics test anxiety and academic outcomes. These results indicate that math anxiety significantly affects both learners’ motivation and academic performance in Mathematics. The study underscores the importance of addressing math anxiety to enhance academic motivation and improve academic outcomes among Grade 7 learners.

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