CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
Introduction
In recent years, there has been a growing interest in understanding the
psychological factors that affect students’ academic performance, especially in
challenging subjects like mathematics. One key factor that has gained attention is "grit,"
which refers to a student’s ability to persevere and stay passionate about long-term goals.
Mathematics is often seen as a critical subject that plays an important role in a
student’s educational path and future career opportunities. However, many students also
experience a high level of anxiety related to math, which can make it very difficult to
succeed. Math anxiety, characterized by feelings of stress and fear when dealing with
math, can significantly hinder a student’s ability to think clearly and perform well.
Therefore, it is crucial to understand what factors contribute to or alleviate math anxiety
to create a better learning environment.
Grit has become a popular topic in discussions about success and achievement.
Angela Duckworth, who introduced the concept, argues that grit—being determined and
committed—can be just as important as intelligence in reaching goals. Students with
more grit are often more likely to confront math challenges with determination, treating
setbacks as opportunities to learn rather than as failures. This thesis will explore the idea
that students who exhibit higher levels of grit might also experience lower math anxiety,
which could help them perform better in their math classes.
The relationship between grit, academic performance, and math anxiety is
especially important for senior high school students. At this stage in their education,
students are solidifying their math skills and making important decisions about their
futures. As they face increased academic and social pressures, they may also become
more anxious. Understanding how grit works in this context can help educators
implement strategies to support students emotionally and academically.
This research aims to fill that gap by studying the relationships among these
factors and contributing valuable insights to educational psychology. Understanding the
mediating role of grit in the relationship between math anxiety and academic
performance can provide valuable insights into the emotional aspects of learning. This
research not only adds to academic discussions but also aims to promote practical
approaches that empower students to succeed in math, building both their skills and their
confidence as they navigate their educational journeys.
Statement of the Problem
The general problem of the study is: Mediator Role of Grit in Math Academic
Performance and Math Anxiety of Senior High School Students.
Specifically, the study sought answer to the following questions:
1. What is the profile of the respondents in terms of:
1.1 Age;
1.2 Gender; and
1.3 Socio-economic status?
2. What is the respondents' level of:
2.1 Math anxiety; and
2.2 Specific grit in mathematics?
3. What are the respondents' academic performance in mathematics?
4. How does grit influence academic performance among students with varying levels of
math anxiety?
5. To what extent does grit mediate the effects of math anxiety on academic
performance?
6. What program can be recommended to support and to enhance the academic
performance in mathematics of senior high school students based on the results of the
study?
Hypothesis
H0: Grit does not significantly mediate the relationship between math anxiety and
academic performance among high school students.
Significance of the Study
The result of this study would benefit the following:
The Department of Education (DepEd) Officials. The results of this study will
provide valuable insights that can guide DepEd officials in improving educational
practices, fostering resilience among students, and enhancing their overall academic
performance. By taking a comprehensive approach that integrates emotional and
psychological factors, the Department of Education can support students in overcoming
challenges in mathematics and beyond.
Students. The findings of this study can empower students by equipping them
with the knowledge and strategies needed to navigate their academic challenges more
effectively, fostering not only academic success but also personal growth and resilience.
Principals. The results of the study have the potential to empower principals with
the knowledge and tools they need to create a nurturing educational environment that
prioritizes student well-being, resilience, and academic achievement.
Teachers. This can equip teachers with valuable knowledge and strategies to
enhance their teaching practices, ultimately leading to improved student outcomes in
mathematics. By focusing on grit as a positive force and addressing math anxiety,
teachers can help foster a more resilient and capable generation of students.
Future Researchers. The results of this study have the potential to inform and
inspire a wide range of future research initiatives, ultimately contributing to a deeper
understanding of the factors that influence academic performance and student well-being
in mathematics and beyond.
Scope and Delimitation of the Study
The study focused on the Mediator Role of Grit in Math Academic Performance
and Math Anxiety of Senior High School Students.
The respondents to the study included students in Grades 11 to 12 from the
selected schools in Lipa City District, Batangas
The study is limited to the senior high school students’ academic performance in
mathematics, their level of math anxiety and grit as mediator along with perseverance of
effort, and consistency of interest?
The use of questionnaires was the data gathering technique to assess the level of
math anxiety and grit mind set of the student along perseverance of effort, consistency of
interest, and adaptability to situations.
Percentage was used to determine profile of the respondents specifically in terms
of age, gender and socio-economic status.
Weighted Mean was used to determine the mathematics achievement score of
senior high school students in certain grading period.
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