Abstract
Mathematics anxiety and conception of students may have detrimental effects on their performance. The study assessed the level of mathematics anxiety of the university freshmen students and its relationship to their conception and performance in mathematics. The study employed the descriptive-correlational research design with 144 freshmen students as respondents. Data were gathered using survey questionnaires. Findings disclosed that freshmen students have a moderate level of math anxiety and satisfactory performance in mathematics. Most of the students believed that mathematics is not just a thought process but also a system with crucial role in day-to-day life. The study found out that math anxiety level and performance of freshmen students were not significantly related. Moreover, conceptions of students in mathematics and mathematics learning approach were determinants of their math anxiety level. The several causes of math anxiety of freshmen students suggest the need to implement appropriate teaching strategies or methods that will arouse students' interests in mathematics.
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