De-stressing Interventions: Strategies for Learner Anxiety in Learning Mathematics in the Modern World

Abstract

Mathematics anxiety remains a concern among learners, particularly in courses that require reasoning, problem-solving, and public performance. In Mathematics in the Modern World, anxiety may affect students’ confidence, participation, and academic performance. This study aimed to determine the level and sources of mathematics anxiety among first-year Social Work students and examine the effectiveness of selected de-stressing interventions in reducing anxiety and improving academic performance. The study employed an exploratory sequential mixed – methods design involving seventy-seven (77) first-year Social Work students from sections 1A and 1B at Abra State Institute of Sciences and Technology, Main Campus La Paz Extension. Qualitative data were gathered through semi-structured interviews and analyzed using thematic analysis. The findings served as the basis for developing the Mathematics Anxiety Test. Quantitative data were collected through pretests, posttests, and pre and post administration of anxiety test. The interventions included the Stationed Activity Strategy for data collection, presentation, and interpretation, and the Combined Non-lyrical Instrumental Music and Reflective Journaling Strategy for applying logic in real-life arguments. Data were analyzed using mean, standard deviation, paired-samples t-test, and Pearson Product-Moment Correlation. Findings revealed high to very high levels of mathematics anxiety, particularly in public performance, fer of embarrassment and judgment, teacher-related anxiety, and test and quiz anxiety. Students’ performance improved from fair in the pretest to very good in the posttest. The interventions reduced mathematics anxiety and improved academic performance. However no significant relationship was found between performance improvement and anxiety reduction after the intervention. Learner-centered and emotionally supportive interventions can help reduce mathematics anxiety and improve academic performance. However, improvement in performance and reduction in anxiety may occur independently.