A Descriptive-Correlational Study of Mathematics Anxiety and Academic Attainment among Junior High School Students of Balagunan National High School

Abstract

Mathematics anxiety has long been associated with students’ academic performance, yet its role remains complex and context-dependent. This study examined the level of mathematics anxiety, the level of academic attainment, and the relationship between these variables among junior high school students in a public secondary school. Using a descriptive–correlational design, data were collected from 228 students through an adapted Mathematics Anxiety Rating Scale (MARS) and a researcher-developed academic attainment questionnaire. Descriptive statistics and Pearson’s correlation coefficient were employed for data analysis. Results indicated a moderate level of mathematics anxiety (M = 3.12) and a high level of academic attainment (M = 3.92). Contrary to prevailing literature, findings revealed a statistically significant positive relationship between mathematics anxiety and academic attainment (r = 0.20–0.30, p < .05). However, the strength of the relationships was weak to moderate, suggesting limited practical significance. These findings are interpreted in light of the Yerkes–Dodson Law, which posits that moderate levels of anxiety may facilitate performance. Nevertheless, the results should be interpreted with caution due to the reliance on self-reported measures and a single-school sample, which may have introduced response bias and limited generalizability. The study highlights the need to distinguish between facilitative and debilitative anxiety and recommends the use of objective academic records in future research.