REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the concept and theories that serve as a background of this research

that were seen to have relation to the direct bearing with this study.

Related Literature

Mathematics is an important subject in school curriculum every country. From a young age

children must learn the basic concepts of mathematics in order to function well in their everyday

life (Lebens, et al., 2011). Mathematics has been taught so that children can understand the

numerical data presented to them, and able to perform simple and complex calculations day-to-

day encounters. It is also common belief among students that mathematics is a hard subject and

difficult to learn. In mathematics education, many researchers propose innovative ways of

teaching, linking concept and real life applications and motivating the students to take more

interest in the subject to overcome Mathematics.

This what we called anxiety in mathematics actually springs out from negative experiences

in mathematics class. It was Hamza, (2013) who further describes it as a situation wherein

students feel frustration because of the lack of explanation of the sub-steps of mathematical

procedures. An additional burden came to be the sequential nature of mathematics instruction as

it becomes more difficult. Thus, the student does not immediately grasp the procedures or

concepts of being taught at a specific point in time (Brady & Bowd, 2005). Student anxiety in

response to mathematics is a significant concern for educators in terms of perception that high

anxiety will relate to avoidance of mathematics (Anderson, 2007, p.93).

a classroom instruction. Aside from the process, this is always affected by how mathematics is

perceived by the students and presented by the teacher. Most of the times, this is being paralleled

to how the teacher teach rather than how the students learn. This conflict is one of the things that

need to be addressed since mathematics performance is actually a product of both. Ciubal-

Fulgencio and Tan (2018) stated the study of retention by Akinsola and Popoola in 2004 that

understanding, comprehension, and application of mathematical concepts are very important

factors of mathematics performance. It can be summarized into one word-retention. Retention is

not just recalling but retaining important information that is essential for the understanding of the

concepts to be discussed in the near future. However, it is only achieved if there is a formal

support provide outside the class.

Furthermore, in connection to the students’ mathematics performance, Dalan (2019)

emphasized that achievement of the students plays an important role as a basis of developing

educational system specifically in the teaching and learning process. Academic performance now

is a criterion in identifying whether the instruction the teacher offers is considered of quality or

just mediocre.

In another perspective, parents and teachers with mathematics anxiety and of whom the

learners regularly communicate will tend to influence the increase of mathematics anxiety among

the learners and as their mathematics performance. Learners who have parents with high

mathematics anxiety tend to demonstrate a decreased math performance than those who have

parents with low math anxiety (Maloney et al., 2015, Intergenerational Effects of Parents’ Math

Anxiety on Children’s Math Achievement and Anxiety). On the other hand, Mizala, Martinez

and Martinez (2015) argued in their study entitled “Pre-service Elementary School Teachers’
Expectations about Student’s Gender” that teachers who are highly math anxious impose lesser

demands among learners in terms of mathematics performance than do teachers who are less

math anxious. In relation to this, Stoehr (Mathematics Anxiety: One size Does not Fit All, 2017)

found that learners taught by teachers with high math anxiety tend to develop math anxiety,

which in return, results to them having dismal performance in math. The literature is replete with

recommendations concerning interventions to be employed and approaches which schools and

teachers should try applying to reduce mathematics anxiety. Geist (2015) explained that teachers

who are confident about their mathematics teaching ability tend to employ instructional methods

and strategies which are progressive and fit mathematics learning situations. He also ends

providing trainings to teachers that build their confidence in teaching mathematics so as to

improve learners’ mathematics performance. Yet, at this point of time, employing approaches to

students seems to be challenging for the teachers since there is no face to face encounter during

the class. The students are only given modules and guide or time frame for them to follow.

A research done by Salari et al. shows that people who follow COVID-19 news the most,

experience more anxiety. Most of the news published on COVID-19 are distressing, and

sometimes news are associated with rumors, which is why anxiety levels rise when a person is

constantly exposed to COVID-19 news. Misinformation and fabricated reports about COVID-19

can exacerbate depressive symptoms in the general population. The latest and most accurate

information, such as the number of people who have improved and the process of medications

and vaccines, can reduce anxiety levels. In this regard, mental health professionals recommend

promoting healthy behaviours, avoiding exposure to negative news, and using alternative

communication methods such as social networks and digital communications platforms to

prevent social isolation.

A study conducted by Karimi and Venkatesan in 2009 entitled “Mathematics Anxiety,

Mathematics Performance, and Overall Performance in High School Students” stressed that there

is a significant negative correlation between Math performance. According to the results of the

study, the performance of the students in Mathematics can be influenced by Mathematics

anxiety.

Another study done by Reali, F., et al. (2016) entitled “Examining the Link Between

Mathematics Anxiety and Mathematics Performance of the Students” resulted that there is a

strong negative correlation between Mathematics performance and Mathematics anxiety.

The study entitled “Influence of COVID-19 Confinement on Students’ Performance in

Higher Education” conducted by Gonzalez et al.,(2020) showed results that there are significant

differences when comparing students’ performance in confinement with performance in previous

periods where activities where not limited to distant learning.

Total Word(s): 998 / 2000

Output Rephrased/Re-written Text

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the concept and theories that function a background of this research

that were seen to possess relevance the direct bearing with this study.

Related Literature

Mathematics is a very important subject at school curriculum every country. From a young

age children must learn the fundamental concepts of mathematics so as to function well in their
way of life (Lebens, et al., 2011). Mathematics has been taught so children can understand the

numerical data presented to them, and able to perform simple and sophisticated calculations day-

to-day encounters. It’s also common belief among students that mathematics may be a hard

subject and difficult to find out. In mathematics education, many researchers propose innovative

ways of teaching, linking concept and world applications and motivating the scholars to require

more interest within the subject to beat Mathematics.

This what we called anxiety in mathematics actually springs out from negative experiences

in mathematics class. It had been Hamza, (2013) who further describes it as a situation wherein

students feel frustration thanks to the shortage of explanation of the sub-steps of mathematical

procedures. A further burden came to be the sequential nature of mathematics instruction

because it becomes tougher. Thus, the scholar doesn’t immediately grasp the procedures or

concepts of being taught at a selected point in time (Brady & Bowd, 2005). Student anxiety in

response to mathematics may be a significant concern for educators in terms of perception that

top anxiety will relate to avoidance of mathematics (Anderson, 2007, p.93).

On the opposite hand, mathematics performance is that the results of the interlinking

process exhausted a classroom instruction. Apart from the method, this is often always littered

with how mathematics is perceived by the scholars and presented by the teacher. Most of the

days, this can be being paralleled to how the teacher teach instead of how the scholars learn. This

conflict is one in all the items that require to be addressed since mathematics performance is

really a product of both. Ciubal-Fulgencio and Tan (2018) stated the study of retention by

Akinsola and Popoola in 2004 that understanding, comprehension, and application of

mathematical concepts are vital factors of mathematics performance. It will be summarized into

one word-retention. Retention isn’t just recalling but retaining important information that’s
essential for the understanding of the concepts to be discussed within the near future. However,

it’s only achieved if there’s a proper support provide outside the category.

Furthermore, in connection to the students’ mathematics performance, Dalan (2019)

emphasized that achievement of the scholars plays a very important role as a basis of developing

educational system specifically within the teaching and learning process. Academic performance

now could be a criterion in identifying whether the instruction the teacher offers is taken into

account of quality or simply mediocre.

In another perspective, parents and teachers with mathematics anxiety and of whom the

learners regularly communicate will tend to influence the rise of mathematics anxiety among the

learners and as their mathematics performance. Learners who have parents with high

mathematics anxiety tend to demonstrate a decreased math performance than people who have

parents with low math anxiety (Maloney et al., 2015, Intergenerational Effects of Parents’ Math

Anxiety on Children’s Math Achievement and Anxiety). On the opposite hand, Mizala, Martinez

and Martinez (2015) argued in their study entitled “Pre-service school Teachers’ Expectations

about Student’s Gender” that teachers who are highly math anxious impose lesser demands

among learners in terms of mathematics performance than do teachers who are less math

anxious. In regard to this, Stoehr (Mathematics Anxiety: One size doesn’t Fit All, 2017) found

that learners taught by teachers with high math anxiety tend to develop math anxiety, which

reciprocally, results to them having dismal performance in math. The literature is replete with

recommendations concerning interventions to use and approaches which schools and teachers

should try applying to cut back mathematics anxiety. Geist (2015) explained that teachers who

are confident about their mathematics teaching ability tend to use instructional methods and

techniques which are progressive and fit mathematics learning situations. He also ends providing
trainings to teachers that build their confidence in teaching mathematics so on improve learners’

mathematics performance. Yet, at now of your time, employing approaches to students seems to

be challenging for the teachers since there’s no face to face encounter during the category. The

scholars are only given modules and guide or timeframe for them to follow.

A research done by Salari et al. shows that folks who follow COVID-19 news the foremost,

experience more anxiety. Most of the news published on COVID-19 are distressing, and

sometimes news are related to rumors, which is why anxiety levels rise when an individual is

consistently exposed to COVID-19 news. Misinformation and fabricated reports about COVID-

19 can exacerbate depressive symptoms within the general population. The newest and most

accurate information, like the quantity of individuals who have improved and also the process of

medicines and vaccines, can reduce anxiety levels. During this regard, psychological state

professionals recommend promoting healthy behaviours, avoiding exposure to negative news,

and using alternative communication methods like social networks and digital communications

platforms to stop social isolation.

Related Studies

A study conducted by Karimi and Venkatesan in 2009 entitled “Mathematics Anxiety,

Mathematics Performance, and Overall Performance in highschool Students” stressed that

there’s a big correlation between Math performance. Consistent with the results of the study, the

performance of the scholars in Mathematics will be influenced by Mathematics anxiety.

Another study done by Reali, F., et al. (2016) entitled “Examining the Link Between

Mathematics Anxiety and arithmetic Performance of the Students” resulted that there’s a

powerful indirect correlation between Mathematics performance and arithmetic anxiety.

Higher Education” conducted by Gonzalez et al.,(2020) showed results that there are significant

differences when comparing students’ performance in confinement with performance in previous

periods where activities where not limited to distant learning.