This study investigated the relationship between mathematics anxiety and the types and frequency of errors in algebraic problem-solving among Grade 12 STEM students in a public school in Himamaylan City during School Year 2025–2026. Using a quantitative descriptive-correlational design, the researchers assessed mathematics anxiety levels via a validated Likert-scale questionnaire and identified error patterns through an eight-item algebraic problem-solving test. Errors were classified as conceptual, procedural, or computational. Descriptive statistics summarized anxiety levels and error frequencies, while Spearman’s rho determined the relationship between anxiety and problem-solving performance. The instruments underwent expert validation and were pilot-tested with non-respondents. The reliability test yielded a Cronbach’s alpha of 0.978, indicating excellent internal consistency. The study involved 30 students from Grade 12 STEM 1, selected through cluster sampling. While this provided valuable insights, the small and single-class sample limits generalizability, which is acknowledged as a study limitation. Results revealed that students generally exhibited moderate to high mathematics anxiety, with female students showing higher anxiety than males. Conceptual errors were most frequent (Occasional), followed by procedural errors (Rare) and computational errors (Never). Students committing conceptual errors reported higher anxiety levels than those with procedural errors, suggesting that deep conceptual misunderstandings may intensify emotional distress. Correlation analysis indicated a weak, non-significant negative relationship between mathematics anxiety and algebraic problem-solving performance (ρ = –0.227, p > 0.05), implying that anxiety alone may not strongly predict performance outcomes. Other factors, such as instructional quality, prior knowledge, and coping strategies, may moderate this relationship. The study recommends enhancing conceptual instruction, integrating anxiety-reduction strategies, and providing targeted support—particularly for female students. Balanced teaching approaches that foster both conceptual understanding and procedural fluency are encouraged. Findings contribute to STEM education research by highlighting the nuanced interplay between affective and cognitive factors in algebra learning and informing interventions aimed at reducing errors and improving performance.
Jastillana et al. (Wed,) studied this question.