Math Anxiety and Academic Math Performance: A Gender-Based Comparative Analysis

Abstract

This study examined the relationship between math anxiety and academic math performance among grade 11 students at Kananga National High School – Senior High School, with gender as a comparative variable. A quantitative correlational-comparative research design was employed. Data were obtained from 231 Grade 11 students during the School Year 2025 – 2026 using a validated math anxiety questionnaire and official mathematics grades. Descriptive and inferential statistical techniques, including frequency percentage, weighted mean, Pearson product-moment correlation, and independent samples t-test were applied at the 0.05 level of significance. Results revealed that students exhibited a moderate level of math anxiety and a generally satisfactory level of academic math performance. Correlation analysis indicated a statistically significant moderate negative relationship between math anxiety and academic performance, suggesting that high anxiety is associated with decreased performance in mathematics. Furthermore, significant gender differences were observed. Female students demonstrated significantly higher levels of math anxiety, whereas male students obtained significantly higher academic math performance. The findings affirm that math anxiety is a critical affective factor influencing mathematics performance and that gender plays a significant role in shaping students’ emotional experiences and academic outcomes. The study recommends the implementation of anxiety-reduction interventions, gender-responsive instructional strategies, and supportive learning environments to enhance students’ confidence and academic performance in mathematics.