Attitude towards Mathematics as Mediator on the Relationship between Motivated Strategies for Learning and Mathematical Anxiety for Students

Abstract

This study examines attitude towards mathematics as a mediator in the relationship between motivated learning strategies and anxiety. The study aimed to assess the level of motivated strategies for learning, anxiety, and attitude toward mathematics and identify these variables' significant associations and intervening effects. This study surveyed 340 senior high school students from Panabo City, Davao del Norte, Philippines. The researcher used a stratified random sampling technique using Slovin's formula to get the ideal sample size. This study used a quantitative, non-experimental correlational design and mediation approaches to investigate the mediating effect of the mediator variable. Three modified instruments were employed to collect the data from the participants. The data analysis used several techniques, including mean, Pearson r, regression, and Medgraph, with the Sobel ztest. Results display a high level of motivated strategies for learning, a moderate level of mathematics anxiety and attitude toward mathematics. Findings also reveal a significant positive relationship between motivated strategies for learning and mathematics anxiety, motivated strategies for learning and attitude towards mathematics, and mathematics anxiety and attitudes towards mathematics. Furthermore, it was found that attitude towards mathematics significantly mediates the relationship between motivated learning strategies and anxiety. This study suggests that educators should integrate stress-reduction techniques and promote a well-rounded approach to learning that emphasizes effort and progress over perfection to reduce student anxiety. Further, educators should incorporate effective learning strategies such as goal-setting, self-regulation, and self-monitoring into mathematics instruction, support managing stress, and create a balanced learning environment to develop positive attitudes and enthusiasm for mathematics. Thus, based on the study's findings, attitudes toward mathematics significantly mediate the relationship between motivated strategies for learning and anxiety among senior high school students in Panabo City, Davao del Norte, Philippines