MATHEMATICS ANXIETY AND PARENT STUDY SUPPORT AS PREDICTORS OF MATHEMATICS OUTCOMES AMONG JUNIOR HIGH SCHOOL LEARNERS OF BACULIN INTEGRATED SCHOOL, SURIGAO DEL SUR DIVISION: A DESCRIPTIVE–CORRELATIONAL STUDY

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This study examined mathematics anxiety and parent study support as predictors of mathematics outcomes among Junior High School learners at Baculin Integrated School, Surigao del Sur Division. Anchored on Attentional Control Theory and the Hoover-Dempsey and Sandler Model of Parental Involvement, it determined the levels of mathematics anxiety across learning mathematics anxiety and evaluation mathematics anxiety; the level of parent study support across encouragement and expectations, assistance and time, and routines and monitoring; learners’ first-quarter mathematics outcomes based on DepEd performance descriptors; and the relationships and predictive effects of mathematics anxiety and parent study support on mathematics outcomes. A quantitative descriptive–correlational design was employed using total enumeration. One hundred fifty-nine (159) learners answered the Mathematics Anxiety Rating Scale–Revised (MARS-R) and the Parent Study Support Questionnaire, while mathematics outcomes were obtained from official first-quarter grades. Descriptive statistics, Pearson correlation, and multiple regression were used at α = .05. Results showed moderate mathematics anxiety overall (M = 2.94), with evaluation anxiety (M = 3.02) slightly higher than learning anxiety (M = 2.88), and high parent study support overall (M = 3.56). Mathematics outcomes were concentrated in the Satisfactory (36.48%) and Fairly Satisfactory (31.45%) categories. Mathematics anxiety was significantly negatively associated with mathematics outcomes (r = –.38, p = .001), while parent study support was significantly positively associated with outcomes (r = .41, p < .001). Regression results indicated that both predictors significantly explained mathematics outcomes, accounting for 26% of the variance (R² = .26), with parent study support emerging as the stronger predictor (β = .37, p < .001) while mathematics anxiety remained a significant negative predictor (β = –.29, p = .004). Findings suggest that strengthening home-based study support and implementing anxiety-reduction strategies—particularly for evaluative settings—may improve mathematics outcomes in rural public-school contexts.

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