READING Performance and Math Anxiety as Determinants of Mathematics Achievement among Grade 5 Public School LEARNERS

Abstract

This quantitative study determined the influence of reading performance and math anxiety on mathematics achievement among Grade 5 public school learners. A descriptive correlational design was utilized where a survey questionnaire that contained tests on reading comprehension and math anxiety were administered and were then computed against the learners’ quarterly math scores. Mean, standard deviation, Pearson product-moment correlation coefficient and regression analysis were utilized as the statistical tools. Based on the findings, it was revealed that the level of reading performance of Grade 5 learners for both oral and silent reading were in the instructional level while the listening comprehension was in the frustration level. On the other hand, their levels of math anxiety in three categories of everyday math anxiety, math learning anxiety and math test anxiety were rated moderate. Notably, the overall level of mathematics achievement of Grade 5 learners was very good. Furthermore, a positive and significant relationship between reading performance and mathematics achievement was established while math anxiety did not significantly influence the learners’ mathematics achievement.