Abstract
The pre-experimental one-grouped pretest-posttest design was the researcher’s way on providing a single group and intervention during the experiment. This study was limited to the mathematical anxiety, self-efficacy and mathematical performance of the 19 grade seven students of Telesforo and Natividad Alfonso High School for the school year 2016-2017. The coverage of this study was the third grading period geometry lesson and its main goal was to determine the problems that contribute to the mathematical anxiety and respondents’ self-efficacy and its effect on their performance. Most especially, its major aim was to increase the students’ self-efficacy and decrease their anxiety using touch math and instructional games strategies. As drawn from the results of the study, touch math on instruction and instructional games on assessment positively decreased students’ mathematical anxiety, negatively increased their self-efficacy, and developed their academic performance. And it was suggested that different approaches such as cooperative learning, making topics practical and workable, and students’ perceptions towards Mathematics should be taken into considerations in teaching Math to enhance their mathematical ability.
Highlights
The quality of students’ academic performance is influenced by wide range of different factors rather teacher factors and psychological factors within the learners such as motivation and the self, rather than by ability
Worry that I will not be able to get a good grade in Mathematics subject (M=4.26, SD=0.73); I worry that I will not be able to do well on Mathematics tests (M=4.00, SD=0. 88); I feel stressed when listening to Mathematics teacher in class (M=3.32, SD=0.67); I get nervous when asking questions in class (M=3.79, SD=0.54); Working on Mathematics homework is stressful for me (M=3.42, SD=0.61); I worry I will not be able to understand the Mathematics class (M=4.05, SD=0.85); I worry that I will not be able to get a “100” in my Mathematics subject (M=3.58, SD=0.84); and, I am afraid to give an incorrect answer during my Mathematics class (M=3.89, SD=0.74)
Mathematics subject (M=2.00, SD=0.82); I worry that I will not be able to do well on Mathematics tests (M=1.89, SD=0. 66); I feel stressed when listening to Mathematics teacher in class (M=1.53, SD=0.77); I get nervous when asking questions in class (M=1.84, SD=0.69); Working on Mathematics homework is stressful for me (M=1.79, SD=0.63); I worry I will not be able to understand the Mathematics class (M=2.00, SD=0.67); I worry that I will not be able to get a “100” in my Mathematics subject (M=1.89, SD=0.57); and, I am afraid to give an incorrect answer during my Mathematics class (M=1.79, SD=0.63)
Summary
The quality of students’ academic performance is influenced by wide range of different factors rather teacher factors and psychological factors within the learners such as motivation and the self, rather than by ability. The test anxiety and Mathematics apprehension are increasingly being seen as factors underpinning levels of motivation for academic performance (Kumar & Karimi, 2010). Xu (2004) says that Mathematical anxiety is generally defined as a state of discomfort cause by performing math tasks. Mathematical anxiety can be manifested by feelings of anxiety, dislikes, tension, worry, frustration, and fear. It is known as a disabling condition when students struggle with mathematics. This is the real scenario why students avoid mathematics completely (Oxford &Vordick, 2006)
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