Math Anxiety and Academic Achievement of Grade 10 Students of Surigao Del Norte National High School

This study investigated the influence of math anxiety on the academic achievement of Grade 10 students at Surigao del Norte National High School. Although many studies have linked anxiety to poor performance, limited research has specifically examined the combined effects of general and evaluation-related math anxiety among Grade 10 learners in the local context, creating a research gap that this study sought to address. Using a quantitative descriptive-correlational design, data from 200 students were gathered through the standardized Math Anxiety Scale and their actual mathematics grades. Statistical analyses—including mean, standard deviation, t-test, ANOVA, and Pearson r correlation— were applied to assess anxiety levels, demographic differences, and relationships among variables. Results showed that students had high to very high levels of math anxiety, with evaluation anxiety being the most prominent. Significant differences in anxiety were found based on sex and parental education. Pearson correlation revealed a significant negative relationship between math anxiety and academic performance, indicating that higher anxiety is associated with lower mathematics achievement. The summary of findings highlights math anxiety as a major factor influencing learners’ outcomes. The study concludes that reducing anxiety is essential to improving performance and recommends the implementation of school-based intervention programs, enhanced instructional strategies, and strengthened teacher–student support systems to help learners develop confidence and better mathematical proficiency.