1Leizel Suzette A. Mediana, 2Jessica Joy D. Hinacay
1Southern de Oro Philippines College, Cagayan de Oro City, Philippines
2Department of Education, Cagayan de Oro City, Philippines
DOI : https://doi.org/10.47191/ijmra/v8-i02-35Google Scholar Download Pdf
ABSTRACT:
Algebra serves as a foundational pillar in Mathematics education. This study sought to explore students’ levels of anxiety, difficulty, and performance in Algebra. It also determined the significant relationship between anxiety, difficulty and performance in Algebra of Grade 8 students, and identify which independent variable/s singly or in combination predicts the students’ performance in Algebra. This study utilized a descriptive-correlational and causal design with documentary analysis. Survey was conducted at the selected public high schools within the Schools Division of Bukidnon, Municipality of Malitbog. The 108 student-respondents were selected using proportional random sampling through Slovin’s Formula with 5% marginal error and 95% confidence level. The researcher used a self-made 5-point Likert scale questionnaire that was validated and pilot-tested. The data collected were analyzed and interpreted with descriptive statistical tools like Frequency and Percentage, Mean and Standard Deviation, Pearson Product-Moment Correlation Coefficient, and Multiple Linear Regression. Results revealed that students’ levels of anxiety and difficulty were Very High but there was a moderate negative correlation between anxiety, difficulty and students’ performance. Assessment anxiety, problem-solving skills, and application to real life were negative predictors of students’ performance in Algebra. Thus, peer support systems, mindfulness, and fostering a positive classroom culture can be made to action to alleviate anxiety and difficulty have higher students’ performance in Algebra.
KEYWORDS:Algebra performance, anxiety, difficulties, pupils
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