Teaching Strategies and Math Anxiety of Intermediate Pupils of Eugenio S. Daza Pilot Elementary School
Authors-Khatleen Ann J. Accion, Corazon C. Guarino
Keyword-Teaching Strategies; Mathematics Anxiety; Intermediate Pupils; Mathematics Education, Elementary School
This study investigated the relationship between teaching strategies and the level of mathematics anxiety among intermediate pupils of Eugenio S. Daza Pilot Elementary School. Specifically, it aimed to identify the teaching strategies commonly employed by mathematics teachers and determine the extent of math anxiety experienced by pupils in terms of learning activities, classroom participation, and assessment situations. The descriptive-correlational research design was utilized, with data gathered through survey questionnaires administered to selected intermediate pupils. Results revealed that student-centered teaching strategies such as collaborative learning, use of instructional materials, and interactive activities were frequently employed by teachers. The findings further indicated that pupils generally experienced a moderate level of mathematics anxiety. Statistical analysis showed a significant relationship between teaching strategies and pupils’ math anxiety, suggesting that effective and engaging instructional approaches contribute to reduced anxiety in mathematics learning. The study concludes that the use of varied, learner-centered teaching strategies can help create a supportive learning environment and lessen math anxiety among intermediate pupils. Recommendations include continuous teacher training and the integration of interactive and engaging instructional methods to improve pupils’ attitudes toward mathematics.
Doi-[https://zenodo.org/records/18220398]