The Struggle with Math: Investigating the Link Between Math Anxiety and Mathematical Performance Among Grade 10 Students at Saint Mary’s University Junior High School and Science High School

Mathematics plays a vital role in academic success and future opportunities, yet many students struggle with mathematics anxiety, which undermines their performance. This study examined the relationship between mathematics anxiety and mathematical performance among Grade 10 students at Saint Mary’s University Junior High School and Science High School. Using quantitative and qualitative approaches within a descriptive–comparative–correlational design, this study measured perceived mathematics anxiety levels, explored differences by sex, curriculum type, academic standing, and mathematical performance, and identified recommendations and anxiety-inducing topics and activities. Results revealed that students generally experience a medium level of mathematics anxiety, with significant differences between curriculum types and performance levels, but not between sexes or academic standings. A moderately negative correlation between anxiety and performance was also found. Students identified geometry, trigonometry, and word problems as the most anxiety-inducing topics and activities, while recommending peer tutoring as an effective strategy for improving performance and reducing anxiety. Overall, the study highlights the importance of early identification of math-anxious students and the use of collaborative, supportive teaching strategies that address both cognitive and emotional aspects of learning, with implications for curriculum design and targeted classroom interventions.