ABSTRACT
This study examined how GeoGebra-integrated teaching influences mathematics anxiety, self-efficacy, and problem-solving skills among 100 Bachelor of Secondary Education students at Sulu State University. A descriptive-correlational design was used. Validated survey instruments measured the three constructs on a 5-point Likert scale. Data were analyzed using descriptive statistics, t-tests, ANOVA, and Pearson correlation (α = 0.05). GeoGebra-assisted instruction yielded an “Agree” level of positive effect for mathematics anxiety (M = 3.59) and problem-solving skills (M = 3.63), while self-efficacy registered a “Neutral” interpretation (M = 3.43). Age significantly influenced only mathematics anxiety; gender showed no significant influence. Year level significantly differentiated both mathematics anxiety and self-efficacy but not problem-solving skills. Correlations revealed a moderate positive link between anxiety and self-efficacy (r = .415), a low positive association between anxiety and problem-solving (r = .257), and a strong positive relationship between self-efficacy and problem-solving (r = .662). The study recommends sustained institutional support for technology-enhanced instruction and further experimental research.
Keywords: GeoGebra, Mathematics Anxiety, Self-efficacy, Problem-solving, Teacher education, Philippines
https://doi.org/10.65494/pinagpalapublishing.339
