Math Anxiety and Academic Dishonesty in the STEM Academic Track

Erica Santiago, Fatima S. Lara, Marilou J. Dagasdas and Lea Ann Villanueva
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Erica Santiago: University of the Visayas
Fatima S. Lara: University of the Visayas
Marilou J. Dagasdas: Tabogon Roosevelt High School, Inc
Lea Ann Villanueva: University of the Visayas

International Journal of Research and Innovation in Applied Science, 2025, vol. 10, issue 4, 1077-1087

Abstract: This study examines the relationship between mathematics anxiety and cheating tendencies among Science, Technology, Engineering, and Mathematics (STEM) students at the University of the Visayas-Dalaguete Campus. A total of 75 respondents were surveyed, with a nearly balanced gender distribution and a predominance of 18-19-year-old Grade 12 students. The findings reveal that the overall level of mathematics anxiety is moderate, with high anxiety levels observed during tests and homework assignments. Regarding cheating tendencies, students generally agreed with statements regarding the acceptability and prevalence of cheating behaviors, with a mean score categorized as “Agree.†A Pearson correlation analysis was conducted to explore the relationship between mathematics anxiety and cheating tendencies, revealing a weak positive correlation (r = 0.144) and a non-significant p-value (0.219), indicating no significant relationship between the two variables. This suggests that math anxiety does not directly lead to cheating behaviors among students. The study draws on General Strain Theory, highlighting the role of negative emotions in crime but finding no direct connection between anxiety and cheating in this context. The study’s limitations include a narrow focus on STEM students and mathematics-related contexts, suggesting future research should broaden the sample and examine other contributing factors.

Date: 2025
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