The study sought to address mathematics anxiety among grade 5 students of Elizabeth Seton School – Las Piñas Campus by defining its relationship with student achievement, facilitating modules and strategies, and determining its effect to student achievement. The study examined the mathematics anxiety levels of 267 grade 5 respondents and utilized an instrument adopted from Sierbers (2015). The study also examined whether mathematics anxiety modules and strategies improve student achievement and analyzed using Statistical Package for the Social Sciences (SPSS). A paired t-test for the difference between means of student achievement and Pearson–r for the relationship of mathematics anxiety with student achievement were used as statistical analyses to measure significance.
The result of the study indicated that there is MEDIUM – HIGH mathematics anxiety levels among the respondents which after implementation of mathematics modules and strategies decreased to LOW – MEDIUM mathematics anxiety level. The result also showed there was a statistically strong relationship between mathematics anxiety and students achievement. Students who have high mathematics anxiety tend to have low mathematics achievement. Furthermore, the t-test showed that the mean difference between student achievements is significant in two out of eight sections only in grade 5 students. This implies that mathematics anxiety modules and strategies were effective in selected sections. Based on the findings of this study, it is worth noting that mathematics anxiety affects student achievement.
Ma. Edilyn Dimapilis Chiao, Elizabeth Seton School, Philippines
Stream: Learning Experiences
This paper is part of the SEACE2020 Conference Proceedings (View)
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To cite this article:
Chiao M. (2020) Addressing Mathematics Anxiety of Grade 5 Students Through Modules and Strategies and Its Effect to Student Achievement ISSN: 2435-5240 The Southeast Asian Conference on Education 2020: Official Conference Proceedings https://doi.org/10.22492/issn.2435-5240.2020.25
To link to this article: https://doi.org/10.22492/issn.2435-5240.2020.25
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