Sarcouncil Journal of Education and Sociology

Abstract: The study aims to determine the relationship between mathematics anxiety and mathematics achievement. This study was conducted at Philippine Countryville College, Maramag, and Bukidnon. The respondents of this study were the 42 grade 9 students who were officially enrolled in the school year 2022-2023 taking up Mathematics subject. This study utilized descriptive statistics to determine the students' level of mathematics performance and mathematics anxiety. The Pearson Product Moment Correlation Coefficient was used to describe the relationship between mathematics anxiety and mathematics achievement. The results of the study revealed that the level of mathematics achievement of the Grade nine (9) students fell in very satisfactory level. The level of mathematics anxiety indicated that the students were moderately anxious of the subject. However, the Pearson product-moment correlation showed that mathematics anxiety was not significantly correlated to their mathematics achievement. The results indicate that while there is a very low negative correlation between mathematics anxiety and student achievement, even moderate levels of anxiety can potentially hinder academic performance in mathematics. When students experience moderate levels of mathematics anxiety, which may affect their overall achievement, although the correlation between anxiety and performance is not statistically significant. And it is recommended that educators implement targeted strategies to reduce mathematics anxiety, such as providing supportive learning environments and resources, to enhance students' confidence and performance in mathematics