Abstract
This study investigated the mediating effect of Mathematics Grit on the relationship between Math Anxiety and Numeracy Level among Senior High School students. Specifically, it examined the levels of Math Anxiety, Mathematics Grit, and Numeracy Level, analyzed the relationships among these variables, and assessed whether Mathematics Grit serves as a mediator between Math Anxiety and Numeracy Level.
The research adopted a quantitative causal-predictive approach, engaging 350 Grade 11 students from different campuses of Manuel S. Enverga University Foundation in the 2025–2026 school year. The study gathered data using the Rapid Math Assessment, Abbreviated Math Anxiety Scale, and Mathematics Grit Scale. Analytical methods included calculating means and standard deviations, exploring correlations, running multiple regression analyses, and applying Partial Least Squares Structural Equation Modeling with SmartPLS software.
The findings indicated that respondents exhibited nearly proficient numeracy, low levels of Math Anxiety, and moderate levels of Mathematics Grit. Math Anxiety was found to be significantly and negatively associated with both Mathematics Grit and Numeracy Level, whereas Mathematics Grit was significantly and positively associated with Numeracy Level. Regression analysis demonstrated that Math Anxiety significantly and negatively predicted both Mathematics Grit and Numeracy Level, while Mathematics Grit significantly and positively predicted Numeracy Level.
Mediation analysis showed that Mathematics Grit significantly mediates the relationship between Math Anxiety and Numeracy Level. This finding indicates that Math Anxiety affects numeracy performance both directly and indirectly through students’ perseverance and sustained effort in mathematics. These results highlight the value of promoting Mathematics Grit to help reduce the negative effects of Math Anxiety on numeracy outcomes.
Keywords: Math Anxiety, Mathematics Grit, Numeracy Level, Mediation Analysis, Senior High School Students, PLS-SEM
https://doi.org/10.65494/pinagpalapublishing.374
