Math Anxiety and Self-Confidence: Their Influence on Students’ Academic Performance in Mathematics

Mary Joy L. Doroin; Jeralyn T. Cabagtong; Mijan De Silva; Marjorie B. Corocoto; Jenny A. De Oro; Andrea T. Tenedero

doi:10.55927/eajmr.v5i7.235

Authors

Mary Joy L. Doroin University of Eastern Philippines
Jeralyn T. Cabagtong University of Eastern Philippines
Mijan De Silva University of Eastern Philippines
Marjorie B. Corocoto University of Eastern Philippines
Jenny A. De Oro University of Eastern Philippines
Andrea T. Tenedero University of Eastern Philippines

DOI:

https://doi.org/10.55927/eajmr.v5i7.235

Keywords:

Math anxiety, Self-confidence, Academic performance

Abstract

This study determined the level of math anxiety and self-confidence and examined their relationship with learners’ academic performance at Cagaasan Elementary School during the school year 2025–2026. Using a descriptive-correlational design, data were gathered from 32 pupils through a modified questionnaire and official school records. Respondents’ profiles included age, gender, and grade level. Statistical analyses—frequency counts, means, and Chi‑square tests—were applied to determine relationships among variables. Results revealed that learners generally have average math anxiety and self-confidence, both situational rather than demographic profiles. No significant relationships were found among profile of the respondents, math anxiety, self-confidence, and academic performance, emphasizing that effective teaching and supportive environments play a greater role in sustaining academic success in mathematics.

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