Chapter 1

THE PROBLEM AND THE RELATED LITERATURE

Introduction

Mathematics learning is often connected with students‟ attitudes toward

mathematics, or in more extreme cases, their mathematics anxiety. Attitudes toward

mathematics include student ideas relevant to their interests, their perceptions of the

usefulness of mathematics, or their intrinsic interests in the logic or challenge of

mathematics (Kulm, 1980).

My research problem is about the low academic performance of grade V

pupils in Mathematics at Cuyapon Elementary School. Two issues that may play a

role in a lack of success in math courses they are math self-efficacy and math

anxiety (Phan, 2012; Zakaria, Zain,)

Many researches have confirmed that math anxiety is linked to poor math

performance, and can make teaching the subject a daily struggle. Also, higher levels

of math anxiety are linked to student performance in math (Barrows et al., 2013;

McMullan et al. 2012).

A report of the Department of Science and Technology (DOST) said that in

6,601 Filipino students who took the TIMSS, we ranked 36th in both science and

mathematics tests out of a field of 38 countries. The DOST revealed that Filipino
participants garnered a score of 349 and 350 in science and math respectively, way

below the international average of 489 in both subjects (DOST report 2016).

On the other hand, 95% of the grade V pupils of Cuyapon Elementary School

are struggling in their academic performance in Mathematics. Many of them got a

grade of 75% during first and second grading or throughout the grading period.

They struggled in Mathematics especially when facing Math problems. It is believed

that the reason behind this low performance is Math anxiety; it is evident to their

actual response when encountering math problems.

According to the dep-Ed guidelines in assigning academic performance of

pupils, students should receive at least satisfactory grade (80-84) in mathematics

subject (DO 8 s, 2015).

On the other hand, study revealed that math anxiety can begin as early as

fourth grade and continue throughout their educational experiences including the

college level (Furner & Duffy, 2002; Scarpello, 2007). Because of its wide influence,

math anxiety is limiting and negatively influences students‟ future career choices,

especially in science, technology, engineering, and math majors (STEM) (Scarpello,

2007).

Hence, several classroom strategies such as incorporating games,

manipulatives and using relaxed settings to reduce mathematics anxiety have been

suggested (Hatch, 1998). But, Math anxiety is still a waterloo of many students

nowadays.
 However, technology can be the answer to these problems, study shows that

computers can be helpful in reducing anxiety during classroom instruction (Pokay &

Tayeh, 1997; Scarpello, 2007).

Since 1980 computer software has been in use in classrooms and its use can

be classified into two categories. One use is for drill and practice, i.e. a worksheet

(sometimes interactive) displayed on screen. The other use is for the development

of concepts. Developmental software provides such things as interactive tutorials,

which emphasize critical thinking and problem solving (MacDonald, & Caverly,1999).

Internet is another type of technology intervention for learning assistance in

mathematics. The Internet has been especially popular since the 1990s. The

dominant and sophisticated access that it provides to locate data and facilitate

personal communication has improved scientific research quickly (Sterling, 1993).

Basically, there are four functions of the Internet: mail, discussion groups, long

distance computing and file transfers (Sterling, 1993). Also, Skiba (1990) indicates

that verbalizing fears and frustrations allows students to overcome hostility toward

mathematics. Thus, those students who are mathematics anxious can share their

feelings through e-mail and on-line bulletin boards. In this case, the Internet provides

a platform for cooperative learning, which offers materials that can reduce

mathematics anxiety (Bernero, 2000). There are many websites that can provide

students with self-help by using animation, sound and videos. Mathematics is also

available in multimedia with on-line instruction. This on-line discussion board is

another powerful tool that can be used to communicate. In these avenues, teachers
and students can discuss how to solve the mathematics problems and exchange

their experiences and feelings in order to encourage each other and to help each

other to overcome mathematics anxiety. Also, teachers and students can post

questions or ideas to the online discussion board for others to read, and they often

get feedback from others.

Furthermore, despite many strategies and techniques to decrease Math

anxiety, there are still problem on the low performance in Math subject. There are

still questions remained unanswered. Example is “Does Math anxiety really affects

academic performance in Math?” There are many factors to consider when we say

low academic performance; but the aim of this study is to determine if technology

integration in teaching Mathematics can effectively reduce mathematics anxiety.

 Review of Related Literature

This section dwells on literatures and studies in which the current study finds

strength and support. The topics under consideration are the following: Math anxiety

level, technology integration and academic performance in Mathematics.

Math anxiety: Students’ feelings of tension or anxiety when confronted with

Mathematics that interfere with their ability to use math in an academic or everyday

setting (Richardson & Suinn, 1972). It is also define as “feelings of tension and

anxiety that interfere with the manipulation of numbers and solving of mathematical

problems in a wide variety of ordinary life and academic situations.” (Curtain-Philips,

2001). It can generate pressure to drive people to think or react in an unreasonable

way or cause avoidance of math classes until the last minute (Tobias, 1978).

Furthermore, according to Furner and Duffy (2002) Mathematics anxiety is

connected to both the affective and cognitive domains. The affective domain is

connected to a state of emotion that is linked with fear and dread toward the future,

and the cognitive domain is connected to the inability to perform certain math tasks.

According to Newton (2015), the first step to lessen Math anxiety is to build

confidence. It’s no surprise that confidence is a huge factor in students’ anxiety

towards mathematics. Previous negative experiences with the subject can lead to a

negative and defeatist attitude. To overcome this, you should provide students with

regular confidence-building exercises that look challenging but enable all students to
do well. This boost in confidence and self-efficacy can decrease anxiety and fear, as

students feel more and more capable and motivated. Second is strengthening

students’ basic skills. After building confidence are strengthening students’ basic

numerical skills. Giving students opportunities to practice and master essential skills

for computational fluency is important. Furthermore, Newton (2015) suggests using

a step-by-step approach. There is evidence that even strong students of math can

feel daunted and overwhelmed when there is too much information at once and not

enough time to practice. Also, encouraging students to take risks and have a growth

mindset is motivating. By giving students problems that get harder, you can show

them they can surmount any challenge through hard work and practice. Lastly,

Newton (2015) added that a teacher’s attitude towards mathematics can have a

huge influence. Just as we ask teachers to demonstrate a love of reading when it

comes to literacy, we must also encourage teachers to show a love of Math.

Teachers are instrumental in creating positive and active learning environments,

such as by incorporating math puzzles and games into explanations and examples.

Also, according to Jameson and Fusco (2014), Math Anxiety Just as many

variables can impact student success, a variety of variables has a strong correlation

to mathematics anxiety. Gender also plays a role in Math anxiety. According to

Peters (2013), females report high level of Math anxiety than males even when the

levels of ability are similar.

 Moreover, Anxiety similarly affected characteristics of how students

performed in mathematics subjects, with higher levels of anxiety leading to lower

class attendance and lower final course grades (Hendy et al., 2014).

Mathematics anxiety also plays a role in students’ academic success, and the

effect is not limited to a single age group. The higher a student’s level of

mathematics anxiety, the less likely he or she is to be successful in mathematics,

regardless of whether he or she is an elementary student, high school student, or

college student (Nunez-Pena et al., 2013). This math anxiety is a serious obstacle

for many children across all grade levels. Math-anxious students learn less in math

than their low-anxious peers because they take fewer math classes and get poorer

grades in the math classes they do take.

Moreover, math anxiety is defined as negative emotions that interfere with the

solving of mathematical problems. It is more than just disliking math and leads to a

global avoidance pattern - whenever possible, students avoid taking math classes

and avoid situations in which math will be necessary (Ashcraft & Krause, 2007).

Tobias often referred to as a pioneer in the study of math anxiety, described it as

“the panic, helplessness, paralysis and mental disorganization that arises among

some people when they are required to solve a mathematics problem” (Tobias &

Weissbrod, 1980). Physical symptoms of math anxiety include increased heart rate,

clammy hands, upset stomach, and light headedness. Psychological symptoms

include an inability to concentrate and feelings of helplessness, worry, and disgrace.

Behavioral symptoms include avoidance of math classes, putting off math homework

until the last minute, and not studying regularly (Mission College, 2009; Plaisance,

2009; Jackson, 2008; Woodard, 2004).

Math anxiety can develop at any age. For many children, negative attitudes

toward math begin early in life, sometimes even before they enter kindergarten. In

fact, studies have found a negative relationship between math anxiety and math

achievement across all grade levels. Some researchers have found that math

anxiety is most likely to begin around fourth grade and peak in middle and senior

high school (Legg & Locker, 2009).

Evidence suggests that anxiety is more of a factor in math than in other

subjects. Studies have also found that math anxiety is more common in girls,

especially at the middle and senior high school levels (Beilock et al., 2010;).

Students’ math anxiety is often based on years of painful experiences with

math. Studies indicate that the origin of math anxiety is complex and that anxiety

forms as a result of personality, intellectual, and environmental factors. Personality

factors include low self-esteem, inability to handle frustration, shyness, and

intimidation. The intellectual factor that most strongly contributes to math anxiety is

the inability to understand mathematical concepts. Environmental factors include

overly demanding parents and negative classroom experiences, such as

unintelligible textbooks, an emphasis on drill without understanding, and a poor math

teacher. Researchers agree that math teachers who are unable to adequately
explain concepts, lack patience with students, make intimidating comments, and/or

have little enthusiasm for the subject matter frequently produce math-anxious

students (Sun & Pyzdrowski, 2009).

Research indicates that there is a strong negative relationship between math

anxiety and test scores. In other words, as students’ math anxiety increases, their

test scores decrease (Furner & Berman, 2004; Woodard, 2004; Brown, n.d.).

Researchers concur that educators have reduced the diagnostic ability of math tests

by administering them in stressful situations (Sparks, 2011; Geist, 2010; Ashcraft &

Krause, 2007; Cavanaugh, 2007). Scarpello (2007) stated that over reliance on high-

stakes tests has reinforced the development of negative attitudes toward math and

increased students’ anxiety levels by turning math into a high-risk activity.

Math anxiety has been universally recognized as a non-intellectual factor that

impedes math achievement. Some students who perform poorly on math

assessments have a full understanding of the mathematical concepts being tested;

however, their anxiety interferes with their ability to solve mathematical problems

(Tsui & Mazzocco, 2007). Beilock and colleagues (2010) concluded that “the fears

that math-anxious individuals experience when they are called on to do math

prevent them from using the math knowledge they possess to show what they

know.”

A number of researchers have hypothesized that math anxiety disrupts

performance because it reduces students’ working memory, leaving them unable to

block out distractions and irrelevant information or to retain information while working

on tasks (Beilock & Carr, 2005).

Math anxiety is the way in which students’ lack of confidence in that subject

undermines their academic performance and is a serious obstacle for many children

across all grade levels. Math anxious students learn fewer math’s than their low-

anxious peers because they take fewer math classes and get poorer grades in the

math classes they do take.

Researchers have found that both teachers and parents have a strong

influence on students’ math anxiety. This Information Capsule summarized

strategies teachers and parents can use to prevent or reduce math anxiety. For

example, teachers should develop strong skills and a positive attitude toward math;

relate math to real life experiences; encourage critical thinking and active learning;

and de-emphasize correct answers and computational speed. Parents should avoid

expressing negative attitudes about math; provide their children with support and

encouragement; and carefully monitor their children’s math progress. This

Information Capsule also included strategies students can use to overcome their

own math anxiety. Students should practice math every day, study according to their

individual learning style, and seek immediate assistance when they don’t understand

a particular mathematical concept. (Blazer 2011)

Math anxiety has been studied for many years but has recently received

renewed attention. Researchers now believe that implementation of strategies to

prevent or reduce math anxiety will improve math achievement for many students

(Geist, 2010; Mission College, 2009; Cavanaugh, 2007).

One of these intervention strategies is technology. According to Ye Sun and

Pyzdrowski (2009), it is documented that using technology to teach mathematics

does provide some help in reducing mathematics anxiety. At the same the time,

using technology in the classroom has some disadvantages. So it is important that it

is used appropriately to target internal and external factors that contribute to

mathematics anxiety. Teachers can use software technology to enforce

fundamental skills and concepts. Technology used in this way can assist in

strengthening student cognition. The use of online discussion boards provides a

platform for both cooperative learning and provides an opportunity to express

feelings. Technology used in this way not only can strengthen student cognition, but

also can lessen external factors that cause anxiety. The use of the Internet provides

the opportunity to access resources to quickly retrieve information, and to provide

deeper insight or multiple strategies to getting solutions. Technology used in this

way also can address weaknesses in student cognition. Finally, there are internet

sites that can be accessed by students, teachers and parents. Such sites provide

virtual manipulatives and hands-on activities as well as separate discussion areas.

In addition to helping to improve student cognition, sites such as this might also

serve to reduce the anxiety of teachers and students, thus technology integration is

helping to eliminate external factors that contribute to mathematics anxiety in the

students.
Theoretical Framework

This study anchors to the theory of constructivism, it is one of the most

effective theories that help the learner construct and build their own knowledge.

Learners build meaning and knowledge through joining to groups, collaborating, and

engaging with these groups. He/she will construct knowledge based on their

experiences, thoughts, and beliefs. Constructivism theory has a great impact for

both the learner and the instructor. In fact, the impact will be much more especially if

this theory integrates with technology. Also the technologies get the benefit from

using constructivism theory as approach in order to integrate technology in

education. This theory asserts that learners will become very active and more

responsible about what they learn. Even more, this theory supports higher skills and

complex and collaborative problem solving in learners mind.

Constructivism theory impacts the teachers as well from change their way on

teaching style from transmitters of knowledge to guiders in the learning process. The

most significant change that constructivism theory adapts is integration of

technology in education setting. Thus, even constructivism became one of the main

approaches that followed by integration of technology in education. Moreover,

technology is developing every day and it is become involves in the teaching

method. As support to this, we know that the technology adapts in all age, or groups

of learners, and any learning style. Using technology in teaching randomly does not

achieve the desired results of using it. But using it with thoughtful scientific approach

in order to integrate the technology in education is has big impact and it will be
useful in development of education. In fact, research has proven the effectiveness of

using constructivism theory on the integration of technology in education. (Aldoobie

2015).

In addition, according to Ye Sun and Pyzdrowski (2009), it is documented that

using technology to teach mathematics does provide some help in reducing

mathematics anxiety. At the same the time, using technology in the classroom has

some disadvantages. So it is important that it is used appropriately to target internal

and external factors that contribute to mathematics anxiety. Teachers can use

software technology to enforce fundamental skills and concepts. Technology used

in this way can assist in strengthening student cognition. The use of online

discussion boards provides a platform for both cooperative learning and provides an

opportunity to express feelings. Technology used in this way not only can strengthen

student cognition, but also can lessen external factors that cause anxiety. The use

of the Internet provides the opportunity to access resources to quickly retrieve

information, and to provide deeper insight or multiple strategies to getting solutions.

Technology used in this way also can address weaknesses in student cognition.

Finally, there are internet sites that can be accessed by students, teachers and

parents. Such sites provide virtual manipulatives and hands-on activities as well as

separate discussion areas. In addition to helping to improve student cognition, sites

such as this might also serve to reduce the anxiety of teachers and students, thus

technology integration is helping to eliminate external factors that contribute to

mathematics anxiety in the students.

 The challenges of math anxiety can be addressed by shifting our focus on the

teaching and learning process in mathematics to focus on the 21st century principles

that meet a variety of learners.

According to some research, there’s a variety of positive findings that can

help inform others about the benefits of technology in mathematics, but still gaining

more information on how it supports students with math anxiety needs to be further

explored. This study has inspired the researcher to incorporate technology in

mathematics to further support all students, and specifically focusing on those with

math anxiety.

On the other hand, the most important factor influencing teachers’ use of

technology in mathematics appears to be their knowledge of how to use the

technology and how they believe it will support student learning for the particular

lesson. Further, the integration of technology into mathematics assists both the

educator and the learners in explaining and understanding math concepts. Through

the use of technology in mathematics, students receive more one-to-one support

and individualized programs where they were able to make mistakes and easily fix

their answers in a supportive environment. With all the positive aspects technology

brings to mathematics, students with math anxiety experience more of hands on,

visual and dynamic approach to learning, and felt that may lower their level of math

anxiety.
 In addition, learning mathematics requires cognitive and meta-cognitive effort.

Hence, many students suffer from mathematics anxiety that very often leads to

physiological symptoms.

On the other hand, math anxiety was anchored on the theory of Cognitive

Dissonance theory by American psychologist Leon Festinger (1957) and the model

on math anxiety by Virginia W. Strawderman, Ph.D. (2010) , these helps the

researcher to understand better the students’ attitude and anxiety towards math as a

subject.

Cognitive dissonance refers to a situation involving conflicting attitudes,

beliefs or behaviors. This produces a feeling of discomfort leading to an alteration in

one of the attitudes, beliefs or behaviors to reduce the discomfort and restore

balance. Cognitive dissonance theory suggests that we have an inner drive to hold

all our attitudes and beliefs in harmony and avoid disharmony or dissonance

(Festinger 1957).

According to Festinger, we hold much cognition about the world and

ourselves, when they clash, a discrepancy is evoked, resulting in a state of tension

known as cognitive dissonance. As the experience of dissonance is unpleasant, we

are motivated to reduce or eliminate it, and achieve consonance (i.e. agreement). It

is especially relevant to decision-making and problem-solving.

Conceptual Framework

Independent Variables Dependent Variables

Level of Math Anxiety Academic Performance of

Pupils in Mathematics

Mediator variable

Technology Integration

Figure 1

Conceptual Framework Showing the Variables of the Study

 Figure 1 is the conceptual framework showing the variables of the study. The

independent variable of the study is the level of Math Anxiety of the students. The

dependent variable is the academic Performance in Mathematics. The intervention

on the other hand is Technology Integration.

Math anxiety is the feeling of worry, frustration, agitation, and a fear of failure

with regard to taking a math class, completing math problems, and/or taking a math

exam. It is the tension or fear a person feels when he or she is confronted with the

need to perform mathematical tasks (Richardson & Suinn, 1972). Chui and Henry

(1990) broke math anxiety into four dimensions: the anxiety of entering into an

environment or activity where math learning could occur, the anxiety that comes

from performing math calculations on a non-evaluation, the anxiety that occurs

based on the person who is teaching the math course, and the anxiety that occurs

from the need to take a math test. Furthermore, Rubinsten and Tanook (2010) listed

several causes of math anxiety, including experiences in math classes or with math

teachers, low self-efficacy or previous bad experiences with mathematics, and low

intelligences or poor math ability. Students with high levels of math anxiety will tend

to perform poorly on mathematics tasks (Pellicioni, & Bono, 2013).

On the other hand, technology integration in teaching mathematics is the

answer to alleviate math anxiety. With the rise of research specifically focusing on

math anxiety, Technology application is becoming part of the teaching and non-

teaching practices of K-12 teachers more than ever before. Attention has also been
given to research and learning theories of teachers preparation regarding the use of

technology (Tyron & Schwartz, 2012).

According to Hamilton (2007), good integration of technology with content

knowledge changes instruction. The more technology tools you put in the hands of

students and teachers, the more technology becomes a natural expression of their

thinking. Even on a shoestring budget, an effective integrated technology program is

possible in the primary grades.

This study will focus on integrating technology into the mathematics

curriculum to assist the students who suffer from math anxiety and assist them in

learning in a different way. On the other hand, math anxiety and technology

integration were chosen as variables for this study because technology may lower

the math anxiety and improve performance on math task.

Statement of the Problem

Although math anxiety has been around for some time and has an abundance

of research to suggest strategies to alleviate it, our society is still suffering from

students who experience math anxiety on a daily basis (Chernoff & Stone, 2014).

This math anxiety in students continues to be a barrier to mathematics achievement.

Also, higher levels of math anxiety are linked to student poor performance in Math

(Barrows et al., 2013; McMullan et al. 2012).

Thus, the purpose of this study is to determine if technology integration will

affect the level of math anxiety and improve the academic performance in

Mathematics of pupils of grade V pupils of Cuyapon Elementary School, Kabacan

South District, Cuyapon, Kabacan Cotabato. Mainly the study sought to answer the

following questions:

1. What is the level of the subject’s math anxiety before the integration of

technology?

2. What is the level of the subject’s math anxiety after the integration of

technology?

3. What is the academic performance of pupils in Mathematics? Does

technology integration improve their performance?

4. Is there a significant difference between Math anxiety of the subject before

and after technology integration?

Null Hypothesis

First, the subjects who received technology as the instructional strategy will

experience a significant decrease in their levels of math anxiety as compared to the

subjects who were received traditional teaching methods as the instructional

strategy. Also, subjects who were received technology as the instructional strategy

will experience a significant increase in their achievement levels as compared to the

to the subjects who were teach with traditional teaching methods as the instructional

strategy.

Second, there is significant difference between the level of Math anxiety of

those who received technology integration compare to those have not received

technology integration and therefore increase their Math performance

 Chapter 2

METHOD

In this chapter, the research design, participants, sampling design, research

instruments, data gathering procedure and data analysis are discussed

Research Design

The research design for this study was quantitative in nature and

representative of a quasi-experimental equivalent control group design because the

researcher was able to assign individuals to the control and experimental groups.

The control group was the classes that received traditional mathematics instruction,

whereas the experimental group was those who were received technology

integration. The instructional strategy, either traditional or technology integration,

represented the independent variable. The two dependent variables were the

participants’ math anxiety and achievement.

Further, the descriptive-comparative and correlation methods were used in

this study. Descriptive method is appropriate in this study as well as in other studies

that require description of the existing conditions of the subjects under study with

respect to the variables under consideration (Pal, Et al, 2001). The research design

employing quasi experimental using independent samples t-test to measure the

effectiveness of technology integration as an intervention in alleviating math anxiety

and improve level of performance in Mathematics. Basically, this study described the
difference of Math anxiety level of those receive technology integration as

intervention to those who are not with regards to their Mathematics academic

performance.

Participants

The respondents in this study were the 114 pupils (2 sections) from Cuyapon

Elementary School, Kabacan South District, Cuyapon, Kabacan Cotabato. All grade

V pupils of Cuyapon Elementary School were the respondents of the study.

Table 1: Distribution of Participants

Students No. of students %

Male 55 48.25

Female 59 51.75

Total 114 100

Sampling Design

The participants were selected using convenient sampling design. In this

design, all grade V pupils will be the subjects. The samples are true representative

of the population because there are two sections of grade V that has a total of 114

pupils and these pupils are assumed to have different level of math anxiety.
Research Instruments

The researcher will use a questionnaire adapted from Mathematics Anxiety

Scale for Children (MASC) from the study of (MASC; Chiu & Henry, 1990; see

Appendix). It is contextualized based on the setting of Cuyapon Elementary School

in order to suit to the variables of the study. The first part of the questionnaire will

ask for the demographic profile of respondents, while the second part will contain 22

statements pertaining to the behavior and views of the learners towards

Mathematics subject. The subjects will answer the questionnaires by simply putting

a check mark on the desired box that will correspond to how nervous they are in the

given situation or behavior. The MASC is used to identify mathematics anxiety in

children between Grades 4 to 8. It is an internally consistent and suitable measure

for children (Chiu & Henry, 1990). This assessment was also administered to

groups of participants using pen and paper. Instructions were read to the

participants followed by the 22-items. Children will rate their level of anxiety

considering each statement on a 4-point Likert-type scale ranging from 1 (not

nervous) to 4 (very much nervous). The subjects were provided clarification of any

item. Each statement response was awarded 1 to 4 points, respectively, and then

summed for all 22-items. Based on Chiu and Henry (1990), possible scores ranged

from 22 to 88 points. Scores 27 and lower represented low mathematics anxiety,

scores 28 to 51 represented some mathematics anxiety, and scores 52 and above

represented high mathematics anxiety.

 On the other hand, the questionnaire was presented to knowledgeable

psychology teacher for comments/suggestions, suitability to the study and for

content validation. Also, the questionnaire was tried out for reliability test.

To determine the Math anxiety level of the pupils the ratings were assigned

the following descriptive equivalents:

1 nervous

2 a little bit nervous

3 very nervous

4 very much nervous

Interpretation of Scores

Score Range Descriptive Equivalent

27 below Low Mathematics Anxiety

28-51 Average Mathematics Anxiety

52 above High Mathematics Anxiety

Data Gathering Procedure

In gathering the data needed in this study, the researcher did the following

task:

Asking Permission to Conduct the Study. The researcher sent a letter to the

principal of Cuyapon Elementary School asking permission to allow the researcher

to conduct the study (Please see appendix).

Administration of the Questionnaires. The researcher administered the Math

Anxiety questionnaire before and after the integration of technology to the grade V

pupils. They were given instructions on how to answer the questions. They were

also given 15 minutes to finish the test. After which the paper were collected. The

result will be analyzed and will be subjected to statistical analysis.

Recording and tallying of the data. The questionnaires were tallied in the

master data sheet. All statistical computation will be done using SPSS 22 students

version.

Data Analysis

All quantitative data analysis was conducted using SPSS statistical software

student version. MASC scores were computed using two-way repeated measures

ANOVA and t-tests were conducted to determine if there were significant differences

in math anxiety or achievement between the two groups based on integration of

technology. Correlational analysis between math anxiety and achievement was

conducted to determine if a relationship exists between the variables. Independent

samples t-tests were also performed on the responses to students’ experiences and

preferences in mathematics classes to determine if differences existed between the

two groups.
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 APPENDIX A

Mathematics Anxiety Scale for Children (MASC) Questionnaire

(MASC; Chiu & Henry, 1990)

DEMOGRAPHIC PROFILE

1.) Name:________________________________

2.) How old are you:__________________________________

3.) What is your gender___________________

4.) What is your grade level________________

Please indicate the level of your anxiety in the following situations

Choose ONE box in each line

Not A little bit Very Very much

nervous nervous nervous nervous
1.Getting a new math book

2. reading and interpreting graphs and charts

3.listening to another student explain a math

problem
4.watching a teacher work on a Mathematics
problem
5.Walkng into math class

6.looking through the page of a math book

7.starting a new chapter in a math book.

8.thinking about math outside of class

9.picking a math book to begin on a homework

assignment
10.working on a problem such as” if I spend 3
pesos at the store, how much change will I get
from a 10 peso bill?
11.reading a formula in Science

12.listening to the teacher in a math class

13.using the tables in the back of the math book

14.being told how to interpret Mathematical

statements
15.being given a homework assignment of many
difficult math problems which is due the next day
16.thinking about math test one day before the
test
17.doing a long division problem

18.taking a quiz in math

19.getting ready to study for a math test

20. being given a math test that you were not

told about
21.waitng to get a math test return in which you
expect to do well
22.taking an important test in math class
 1 nervous
2 a little bit nervous
3 very nervous
4 very much nervous
Interpretation of Scores
Score Range Descriptive Equivalent
27 below Low Mathematics Anxiety
28-51 Average Mathematics Anxiety
52 above High Mathematics Anxiety
 APPENDIX B

Letter Addressed to the Principal

Curriculum vitae