SELF-EFFICACY AND ANXIETY OF STUDENTS TOWARDS MATHEMATICS: A MIXED METHODS STUDY

Mathematics Education

Students often experience varying levels of confidence and anxiety when engaging with mathematics, which significantly influences their academic performance and attitudes toward the subject. This study utilized a convergent mixed-methods research design to determine the levels of self-efficacy and anxiety among junior high school learners at Nueva Gracia National High School and to explore their lived experiences and coping mechanisms. The quantitative phase, which involved 335 universally selected students administering the Mathematics Self-Efficacy and Anxiety Questionnaire (MSEAQ), revealed a low level of mathematics self-efficacy and a moderate level of mathematics anxiety. Moreover, Pearson correlation analysis indicated a significant moderate negative relationship between the two variables, signifying that increased math anxiety corresponds to decreased self-efficacy. Simultaneously, the qualitative phase, conducted through semi-structured interviews with eight purposively selected participants, contextualized these findings. The emerging themes highlighted lived experiences of fear of giving wrong answers, difficulty understanding topics, and nervousness during sudden questioning. To mitigate these challenges, students utilized coping mechanisms such as relying on classmates for help, studying seriously, and listening attentively. The participants suggested the need for clearer explanations, more practical examples, and teacher encouragement. Integrating these findings emphasizes that addressing students' psychological barriers through supportive teaching approaches, positive reinforcement, and improved classroom practices is vital to reducing anxiety and fostering mathematics self-efficacy.

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