THE INFLUENCE OF LEARNING STYLE AND TEST ANXIETY ON STUDENTS' PERFORMANCE IN MATHEMATICS

Objectives: Mathematics has a particular language in which symbol occupies an important position. This study aims to determine the relationship between perception towards mathematics, learning style, and test anxiety to students' performance. Methods: This research is a descriptive-correlation design. The respondents were grade 10 JHS students from four secondary schools in Sara, Iloilo, Philippines. A total of 258 out of 728 learners were selected as official respondents of the study. Questionnaires and mathematics performances were the instruments utilized in the study. The raw data obtained were tallied, processed, and analyzed. The statistical tools were percentage, mean, mode, Pearson's r, and Multiple regression. Findings: Results of this study revealed that 231 out of 258 learners have a positive perception. As to learning style, the majority of the students are visual learners. All were found to have test anxiety but at varying levels. However, it was noted that more than half have moderately high test anxiety. When it comes to mathematics performance, out of 258 Grade 10 learners in the Schools District of Sara, 42 or 16.28% have "outstanding" mathematics performance, 90 or 34.88% have "very satisfactory" mathematics performance, 91 or 35.27% have "satisfactory" mathematics performance, and 35 or 13.57% have "fairly satisfactory" performance. Of the three independent variables, the only perception towards mathematics and learning style were significantly correlated to mathematics performance. On the other hand, test anxiety has no significant correlation to mathematics performance. Novelty: The results can create an intervention to enhance learners' interest in mathematics. From the Factors affecting performance in national and international assessment, teachers must be trained to help learners control anxiety during the examination. Then, this intervention must be tested.