Math Anxiety and Multiple Intelligence-Based Teaching Strategies as Predictors of Mathematics Performance of High School Students

This study aims to determine whether Math anxiety and multiple intelligence-based teaching strategies have predictive power for the Mathematics performance of private high school students in Davao del Norte. It used correlation analysis with regression to answer the objective. Based on the result, Math anxiety and Mathematics performance have a negative correlation. Meanwhile, multiple intelligence-based teaching strategies and Mathematics performance have a positive relationship. In addition, domain-specific factors for Math anxiety, which are apprehension of Math lessons and use of Mathematics in daily life, are found to be significant predictors of Mathematics performance. The same goes for domains of multiple intelligence-based teaching strategies, the Mathematical or logical intelligence area, the visual or spatial intelligence area, and the interpersonal or social intelligence area. With this result, it is recommended to reduce Math anxiety through supportive, confidence-building, and instructional practices. Also, strengthening teaching strategies that target mathematical or logical intelligence, visual or spatial intelligence, as well as interpersonal or social intelligence areas, can further enhance the understanding and achievement of students in Mathematics.