Math Anxiety and its Association with Problem-Solving Skills in Elementary Students

This study investigates the relationship between math anxiety and academic performance in primary education, addressing a notable gap in existing research. While previous studies have explored math anxiety in general educational contexts, few have delved deeply into its direct impacts on scholastic achievements in primary school settings. Our research specifically examines how math anxiety affects the academic performance of primary school students and the role of elementary teachers in shaping students' attitudes towards mathematics. The study employs a quantitative methodology, using the Mathematics Anxiety Scale (MAS) and standardized tests to assess problem-solving abilities among students in Grades 6 in Tugbongan Elementary School. A Likert scale is utilized to gauge students' attitudes towards mathematics. This approach allows for a precise quantification of math anxiety and its correlation with academic performance. Findings indicate a significant variation in students' responses to mathematics, with a tendency towards agreement on experiences of math anxiety. The study reveals that math anxiety in primary education is influenced by a complex interplay of social, cognitive, and academic factors. It also underscores the critical role of effective teaching strategies in managing and reducing math anxiety, emphasizing the need for tailored educational interventions. This research contributes significantly to understanding math anxiety in primary education, offering valuable insights for curriculum development and teaching practices. It highlights the importance of early interventions and the pivotal role of elementary teachers in mitigating math anxiety, fostering a positive mathematical learning experience for young students.