Coping Mechanism on Math Anxiety Among Freshman College Students of Mindanao State University-Sulu

Emelyn S. Sarahadil
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Emelyn S. Sarahadil: Graduate Studies, Sulu State College, Jolo, Sulu, Philippines

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 5, 3990-4008

Abstract: This study examined the extent of coping mechanisms for math anxiety among freshman college students at Mindanao State University-Sulu. A descriptive-correlational research design was employed, involving 105 student-respondents selected through purposive sampling. The study assessed coping mechanisms in three dimensions: behavioral, cognitive, and somatic, while considering demographic variables such as gender, age, academic program, parents’ average monthly income, and parents’ educational attainment. Findings revealed that the majority of respondents were female, aged 18–20 years old, and evenly distributed across academic programs. Most students came from low-income families, with a significant percentage having parents who were college graduates. Students generally employed coping mechanisms at a moderate level, with behavioral, cognitive, and somatic strategies rated as “Partially Agree.†No significant differences were found in behavioral and cognitive coping mechanisms across demographic factors, except for somatic responses, which were significantly higher among female students. Additionally, students’ cognitive and somatic coping mechanisms varied significantly based on parents’ average monthly income, suggesting that financial constraints may exacerbate math-related stress. Significant positive correlations were found among all three coping mechanisms, highlighting their interconnected nature. The study recommends stress management workshops, metacognitive training, and financial assistance programs at Mindanao State University-Sulu. Teachers may integrate anxiety-reducing strategies, parents may foster positive math attitudes, and students may develop self-regulation techniques. Peer and community support may help reduce stigma and promote collaboration. Future research may explore long-term interventions and technology-based solutions for math anxiety.

Date: 2025
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