Mind Over Math: Teacher’s Learning Support in Alleviating Anxiety among Grade 10 Students in Learning Mathematics

This study investigated the role of teacher support in alleviating mathematics anxiety among Grade 10 students at General Santos City National High School. Using a descriptive-correlational research design, quantitative data were collected from 341 students across different academic strands through validated questionnaires assessing math anxiety and perceived teacher support. The findings revealed that students exhibited a moderately high level of math anxiety, particularly in cognitive aspects such as difficulty recalling and applying mathematical concepts during assessments. Environmental and behavioral factors also contributed significantly, with students reporting anxiety related to classroom dynamics and personal study habits. On the other hand, teacher support was rated highly, with competence and relatedness support perceived at a very high level, suggesting that students felt encouraged, respected, and emotionally supported in their learning environment. Statistical analysis showed a weak but significant negative correlation between math anxiety and teacher support, indicating that as teacher support increases, student anxiety tends to decrease. The study underscores the importance of fostering autonomy, competence, and relatedness in the classroom to build student confidence and reduce anxiety, aligning with principles of Self-Determination Theory. A Math Anxiety Relief Program (MARP) was proposed to provide structured interventions aimed at reducing anxiety and improving math performance through personalized learning, collaboration, and emotional support strategies.