Instructional Framework in Addressing Mathematics Anxiety and Learning Engagement Among Grade 9 Students
(1) Department of Education, Master Teacher I, Iligan City East National High School, Philippines
(2) College of Education, Faculty, Mindanao State University- Iligan Institute of Technology, Philippines
(3) Institute of Science Education, Faculty, Mindanao State University- Main Campus, Philippines
(*) Corresponding Author
Abstract
This study developed an instructional framework to address mathematics anxiety and promote engagement among Grade 9 students. A convergent mixed-method design was employed, combining pretests, posttests, standardized surveys, and a 10-item PISA-type problem-solving test with interviews and classroom observations. Quantitative data were analyzed using descriptive statistics and paired t-tests, while qualitative data underwent content analysis and triangulation.
Results indicated that mathematics anxiety showed little reduction, though students’ social engagement became more structured through teacher-facilitated collaboration. Emotional and cognitive engagement improved slightly but not significantly. Thematic analysis identified subject difficulty, low confidence, negative self-perception, and teacher attitudes as key anxiety factors, while collaborative learning, intrinsic motivation, and supportive teachers encouraged positive engagement. Notably, students achieved significant gains in PISA-type problem-solving performance, reflecting enhanced higher-order thinking skills.
The framework demonstrated potential to improve academic outcomes and stabilize engagement but had a limited effect on reducing anxiety. Further refinement should focus on targeted anxiety-reduction strategies and sustained integration of real-world, collaborative learning experiences
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DOI: https://doi.org/10.26714/jkpm.12.2.2025.29-37
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Jurnal Karya Pendidikan Matematika | P-ISSN: 2339-2444 E-ISSN: 2549-8401