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Abstract
Math anxiety is a significant barrier affecting the academic performance and emotional well-being of Junior High School students. This study investigated the levels of math anxiety among students in Grades 7 to 10 in a private secondary school in Bacolod City, Philippines. Using a quantitative descriptive-comparative design, anxiety was assessed across four domains: math class situations, math test situations, homework and assignments, and general thoughts about math. Results indicated moderate to high levels of anxiety, with math test situations eliciting the greatest anxiety. Female students consistently reported higher anxiety levels than males, particularly in classroom participation and test scenarios. Grade 9 students experienced the highest anxiety levels across all domains, while Grade 10 students reported the lowest, suggesting developmental trends in coping strategies. The study utilized non-parametric statistical methods, including Mann-Whitney U, Kruskal-Wallis, and Friedman tests, to analyze differences by sex, grade, and anxiety domains. These findings underscore the need for targeted interventions that address both cognitive and emotional factors contributing to math anxiety. Based on the results, a Technology-Assisted Instruction (TAI) plan is proposed, emphasizing scaffolded teacher support, digital tools, and anxiety-reducing strategies tailored to students’ specific needs. This study contributes valuable data to the limited Philippine literature on math anxiety interventions, providing a foundation for evidence-based practices to improve student engagement and achievement.
