Abstract
Education plays a pivotal role in shaping individuals' abilities to discern and retain information. Among the array of subjects, Mathematics often emerges as a formidable challenge for learners, invoking a sense of anxiety and apprehension. This study delves into the intricate relationship between Mathematics anxiety and academic performance among Grade 11 learners in a private school located in Bocaue, Bulacan. Employing a descriptive-correlational research design, the study aims to unravel how Mathematics anxiety impacts students' performance in the subject. Utilizing Microsoft Excel, the data collected from the respondents were meticulously organized and analyzed, with the findings subsequently presented in tabular form. The results divulge a prevailing sentiment among the majority of participants, who admit to experiencing occasional bouts of anxiety when confronted with Mathematics-related tasks. Despite this prevalent anxiety, the study unveils a noteworthy trend: a significant portion of the respondents exhibit outstanding academic achievements in General Mathematics, challenging the conventional belief that anxiety impedes performance. Furthermore, employing Pearson's R analysis to scrutinize the relationship between Mathematics anxiety and academic performance, the study uncovers a negligible correlation between the two variables. In essence, the statistical analysis fails to establish a substantive link between students' anxiety levels and their proficiency in General Mathematics. Consequently, the study lends credence to the null hypothesis, indicating no significant relationship exists between the degree of Mathematics anxiety experienced by learners and their academic performance in the subject. In essence, while Mathematics continues to evoke anxiety among students, the findings of this study provide a glimmer of optimism. Despite occasional apprehensions, learners demonstrate remarkable resilience, achieving commendable academic outcomes in General Mathematics, thereby underscoring the multifaceted nature of the student-learning dynamic.
