A Mediation Model of Mathematics Performance in General Mathematics of Senior High school in Remote Learning

Educators throughout the world are becoming increasingly concerned about the trend of declining mathematics performance among senior high school students. Mathematics anxiety is one such factor that has an impact on students' performance. This specific factor has been shown to have the greatest impact on mathematical performance. Several studies have been conducted to explore the link between mathematics anxiety and performance, with varied results. Some claim that greater levels of mathematics anxiety result in poorer mathematics scores because pupils are unable to focus on anything math- related (Altakhyneh, 2020). Others have argued that higher mathematics anxiety leads to higher mathematics scores (Paechter et al., 2017). Because of the disparities in the findings, numerous further studies have been conducted to explore the link between mathematical performance and anxiety. The purpose of this study is to determine the relationship between mathematics anxiety, social support, technology support and performance of grade 11 students from schools of public and private sectors in Imus, Dasmariñas, and Bacoor as motivated by their motivational beliefs. This study employed quantitative method for data analysis of the relationships. The study used evaluation tools developed by previous authors who investigated the same issue to measure mathematics anxiety, social support, technology support, and performance. Results from the data analysis show that all independent variables are shown to have a significant relationship with mathematics performance. The only peculiarity is that peer social support is not significant despite social support as a whole being a significant predictor for mathematics performance.