Slide 1 – Title
Bilingual Math Comics Exposure and Mathematical Anxiety as Predictors of Students’
Attitudes Toward Geometry
Good day everyone. I am pleased to present our proposed study entitled “Bilingual Math
Comics Exposure and Mathematical Anxiety as Predictors of Students’ Attitudes Toward
Geometry: An Explanatory Sequential Mixed Methods Study.”
This research is situated within Mathematics Education, with integration of Educational
Psychology and Bilingual Education. The study aims to understand how instructional
materials and affective factors shape students’ attitudes toward geometry.
Slide 2 – Introduction (Background of the Study)
Mathematics learning is not influenced by cognitive ability alone. Research has consistently
shown that affective factors, particularly mathematical anxiety, play a crucial role in shaping
students’ engagement, confidence, and overall learning experiences.
Learners who experience high levels of anxiety often avoid mathematical tasks and show
reduced persistence, which negatively affects their attitudes toward the subject.
Slide 3 – Introduction (Background of the Study – Continued)
These challenges are especially evident in geometry, a mathematical domain that requires
abstract reasoning, visualization, and spatial thinking. Many students perceive geometry as
difficult and intimidating.
In response, educators have begun exploring innovative instructional strategies, such as
math comics and bilingual materials. Visual storytelling through comics and the use of
learners’ first language may help reduce anxiety, enhance comprehension, and promote
more positive attitudes toward geometry.
Slide 4 – Statement of the Problem
Despite these innovations, students do not respond to instructional strategies in the same
way. Mathematical anxiety continues to influence how learners perceive and benefit from
new materials.
While previous studies have examined math comics or mathematical anxiety independently,
there is limited research that investigates how bilingual math comic exposure and
mathematical anxiety together influence students’ attitudes toward geometry.
Furthermore, students’ lived experiences are often overlooked. This gap highlights the need
for a mixed-methods approach that not only identifies relationships but also explains how
and why these attitudes are formed.
Slide 5 – Objectives of the Study
The primary objective of this study is to investigate the impact of bilingual math comic
exposure and mathematical anxiety on students’ attitudes toward geometry, employing a
mixed-methods approach.
Specifically, the study aims to determine students’ levels of exposure to bilingual math
comics, assess their level of mathematical anxiety, describe their attitudes toward geometry,
examine the relationships among these variables, and explore students’ learning
experiences to explain the quantitative findings.
Slide 6 – Research Locale and Respondents
The study will be conducted in a public secondary school in the Municipality of Bansalan,
Davao del Sur. This location serves a diverse population of learners from both urban and
rural communities.
The respondents will be secondary school students enrolled in geometry-related subjects
during the 2026–2027 school year. For the qualitative phase, a subset of students will be
purposively selected based on their levels of anxiety and attitudes toward geometry to
provide deeper insights into their learning experiences.
Slide 7 – Literature Review
The study draws from five major bodies of literature. First, research on mathematical anxiety
reveals its significant impact on students’ confidence, motivation, and attitudes toward
mathematics.
Second, studies on students’ attitudes toward geometry highlight that geometry is often
perceived as more abstract and challenging than other mathematical domains, contributing
to negative attitudes and disengagement.
Slide 8 – Literature Review (Continued)
Third, literature on comic-based and visual instructional materials shows that math comics
can increase interest, reduce cognitive load, and promote positive emotional engagement.
Fourth, research on bilingual instruction emphasizes that language support can enhance
comprehension and emotional comfort in mathematics learning.
Finally, mixed-methods research literature supports the use of explanatory sequential
designs to integrate statistical results with students’ lived experiences, providing a more
comprehensive understanding of learning phenomena.
Slide 9 – Theoretical Framework
This study is anchored on three complementary theories.
First, the Cognitive Theory of Multimedia Learning explains that learners understand
concepts better when information is presented through both visual and verbal channels,
supporting the use of bilingual math comics.
Second, Krashen’s Affective Filter Hypothesis explains how anxiety can hinder learning,
making mathematical anxiety a key predictor in this study.
Lastly, the Theory of Planned Behavior explains how students’ attitudes toward geometry are
shaped by their beliefs, emotional responses, and perceived control over learning tasks.
Slide 10 – Methodology
The study will employ an explanatory sequential mixed-methods design. Quantitative data
will be collected and analyzed first to examine relationships among bilingual math comic
exposure, mathematical anxiety, and attitudes toward geometry.
This will be followed by a qualitative phase to explain and deepen the understanding of the
quantitative results.
Slide 11 – Data Collection and Analysis
For the quantitative phase, survey questionnaires will be used to measure students’
exposure to bilingual math comics, their level of mathematical anxiety, and their attitudes
toward geometry. Data will be analyzed using descriptive statistics, Pearson correlation, and
multiple regression analysis.
For the qualitative phase, semi-structured interviews will be conducted and analyzed using
Colaizzi’s phenomenological method. Member checking will be employed to ensure the
trustworthiness of the findings. The qualitative results will then be integrated with the
quantitative findings.
Slide 12 – References
The study is supported by recent literature from 2021 to 2025, including works by Creswell
and Plano Clark on mixed-methods research, Sagarduy and colleagues on mathematical
anxiety, and Fitriani and Bestil on comic-based mathematics instruction, among others.
Thank you very much, and I am open to questions or clarifications.