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

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  • Charlito D. Salazar Jr

    (Sultan Kudarat State University, Philippines)

Abstract

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.

Suggested Citation

  • Charlito D. Salazar Jr, 2025. "Mind Over Math: Teacher’s Learning Support in Alleviating Anxiety among Grade 10 Students in Learning Mathematics," International Journal of Research and Innovation in Applied Science, International Journal of Research and Innovation in Applied Science (IJRIAS), vol. 10(5), pages 220-248, May.
    • Handle: RePEc:bjf:journl:v:10:y:2025:i:5:p:220-248
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