Abstract
Mathematics anxiety is a significant barrier to student learning, often affecting academic performance and overall confidence in the subject. This study explored the relationship between mathematics anxiety and mathematical proficiency among Grade 7 and Grade 8 students at Teofilo Gensoli Sr. National High School during the 2023-2024 school year. The findings provide a foundation for targeted interventions to bridge learning gaps and improve student achievement. Using a correlational research design, the study involved 206 students who completed a 34-item questionnaire assessing mathematics anxiety, while their proficiency levels were determined through the Division Assessment of Learning (DAL) scores. Descriptive statistics analyzed anxiety and proficiency levels, while t-tests and H-tests (α = 0.05) examined variations based on sex, school type, family income, parental education, and grade level. The Gamma Coefficient measured the relationship between mathematics anxiety and proficiency. Results showed that most students were female, enrolled in public schools, came from lower-income families, and had parents with a high school education. Mathematics anxiety was moderate, with physiological and psychological domain scores of 2.63 and 2.99, respectively. Proficiency levels indicated that 48.54% were low proficient, 45.15% nearly proficient, 0.97% proficient, and 5.34% not proficient, with an overall mean score of 45.72, classifying them as low proficient. Although proficiency levels varied significantly by school type, no significant differences in mathematics anxiety were observed across demographic groups. Additionally, no significant correlation was found between mathematics anxiety and mathematical proficiency. These insights emphasize the need for structured intervention programs incorporating targeted instruction, anxiety management techniques, and student support initiatives to enhance mathematical proficiency.
