The Mediating Effect of Study Habits on the Relationship between Math Anxiety and Problem-solving Skills of Grade 10 Mathematics Students in Davao Oriental

Abstract

Math anxiety has affected the learning of many learners by blocking their mathematical problem-solving abilities. Students continue to believe that problem-solving is more difficult despite not being able to do so, only to find that they exert less effort in developing these skills. This study aimed to determine whether study habits significantly mediate the relationship between math anxiety and problem-solving of grade 10 mathematics students in the Division of Davao Oriental. A descriptive-correlational research design with mediation analysis was used. The respondents of this research were 224 Grade 10 learners from five public secondary schools in Governor Generoso South District. Stratified random sampling was utilized. This study used two adapted questionnaires – Math Anxiety Scale developed by Erol, (1989) as utilized by Olmez & Olmez, (2019), and Study Habits Questionnaire adapted from Sakirudeen & Sanni, (2017) – and one researcher-made questionnaire. Mean, Standard Deviation, Pearson r and Sobel’s z-test were used as statistical tools. The data was stored in encrypted digital files and kept in a locked cabinet for physical documents, accessible only to the researcher. Findings were analyzed using licensed statistical software and interpreted based on the study's objectives. Study findings revealed students’ math anxiety as moderately evident, their study habits as highly observed, and poor problem-solving skills. However, the results of the study showed no significant relationships in any pair of variables. Moreover, the results conclude that study habits do not significantly mediate the relationship between math anxiety and problem-solving skills. The researcher recommends that students focus on developing their problem-solving skills, rather than prioritizing extracurricular activities, and use their online and offline resources for their studies. Likewise, teachers must also encourage their learners to engage during class discussions and activities. Further, it is recommended that further research investigating other variables related to students' problem-solving skills as a function of their level of math anxiety and study habits be conducted.