Attitude towards mathematics as mediator on the relationship between motivated strategies for learning and mathematical anxiety for students

Abstract

Objective: To look at how students feel about mathematics as a go-between, in the way motivated learning strategies and mathematics anxiety are connected among senior high school students, and to see the level of each one, plus any significant ties among the three variables . Design: A quantitative non-experimental correlational study, using mediation analysis. Setting and Participants: There were 340 senior high school students from Panabo City, Davao del Norte, Philippines. They were chosen through stratified random sampling, with the final sample size figured out using Slovin's formula. Methods: Three modified instruments were used to measure motivated strategies for learning, mathematics anxiety, and attitude toward mathematics. The data were treated using mean scores, Pearson r correlation, regression analysis, and Medgraph, plus the Sobel z-test for checking whether the mediating effect is really significant. Results: Overall, students showed a high level of motivated strategies for learning. For mathematics anxiety and attitude toward mathematics, the levels were described as moderate. Significant positive relationships were seen between motivated strategies for learning and mathematics anxiety , also between motivated strategies for learning and attitude toward mathematics, and likewise between mathematics anxiety and attitude toward mathematics. Finally, attitude toward mathematics was confirmed as a significant mediator, linking motivated learning strategies with anxiety. Conclusion: The outlook on mathematics seems to strongly mediate the connection between motivated strategies for learning and anxiety among senior high school students in Panabo City, Davao del Norte, Philippines. Educators might be encouraged to blend stress- reduction methods and also to use a more balanced teaching style, one that highlights effort and improvement instead of demanding perfection. By bringing in practical learning strategies like setting goals, self-regulation, and self monitoring during mathematics instruction, plus offering stress-management assistance, students may slowly develop better attitudes and a more genuine drive toward mathematics.