Mathematical anxiety (MA) can negatively affect students’ performance and future opportunities, yet its link to study habits remains underexplored in local contexts. This study examined the correlation between MA and the study habits of Grade 11 and 12 students from various academic strands at a Cebu City school. Using a quantitative correlational design, data were collected through a structured survey measuring time management, learning strategies, and test preparation. Descriptive statistics and Pearson’s correlation revealed no statistically significant relationship between MA and study habits, though patterns suggest strategies for improving performance and well-being. Recommendations include consistent study routines, early test preparation, active class participation, supportive teaching strategies, and peer tutoring in non-judgmental environments. The findings underscore the need for coordinated efforts among educators, parents, and schools to address MA and support academic success.
Paraiso et al. (Wed,) studied this question.
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