Teachers’ Strategies and Students’ Mathematics Anxiety Among Junior High Schools in SDO Batangas City

Abstract

This study assessed the manifestation of Mathematics anxiety among junior high school students and the extent of utilization of teacher-led strategies in the Schools Division Office (SDO) of Batangas City. Using a mixed-methods descriptive-causal design, data were collected from 97 public junior high school Mathematics teachers through a validated questionnaire and semi-structured interviews. Results revealed that students manifested a moderate extent of Mathematics anxiety, with the cognitive component (e.g., difficulty analyzing problems) being most prominent. Teachers utilized student-centered, problem-based, creative and discovery, and differentiated instructional approaches to a great extent. A significant moderate positive relationship was found between the cognitive component of anxiety and all teaching strategies, but no significant relationships were found for psychomotor or affective components. Key challenges encountered by teachers included students’ fear of making mistakes, lack of confidence, and rigid curriculum time constraints. The study concludes that while teachers actively employ modern strategies, more structured interventions are needed to reduce cognitive anxiety. Proposed activities include tiered practice and collaborative peer tutoring to foster a low-anxiety learning environment.