This study described the profile of elementary Grade 6 learners in the northern district, Schools Division of Nueva Vizcaya, their level of mathematical anxiety in terms of attitudinal, cognitive, and somatic domains, and their mathematics performance in grade 5. It also aimed to determine if there are significant differences in the level of mathematical anxiety and mathematics performance of the respondents when grouped according to their profile, and if a relationship exist between levels of mathematical anxiety and performance.
The study was conducted during the school year 2022-2023. The student respondents were selected based on multi-stage and stratified proportionate sampling. As a result, 276 student respondents were drawn. A researcher-modified mathematics anxiety questionnaire was used to gather pertinent data required in the study.

Descriptive statistics such as frequency counts, percentages and mean were used to describe the respondents" characteristics or profile, their level of mathematical anxiety. and performance in Mathematics. Also, inferential statistics such as the T-Test, Analysis of Variance, Correlation, and Pearson Product Moment Correlation were used to determine the differences between level of mathematics anxiety and mathematics performance of the respondents when grouped according to profile and the relationship between mathematical anxiety and mathematics performance respectively, Findings show that most of the respondents are 12 years old, female, Ilocanos, attend central schools, and did not receive honors. Also, most of their parents reached college level, and are employed. The respondents are slightly anxious in mathematics and have very satisfactory performance in Mathematics. Further, respondents who did not receive any honors are more anxious in mathematics than those with honors and with high honors. Also, regardless of respondents' age, sex, ethnicity, type of school, parents' educational attainment, and parents' occupational status they are slightly anxious about mathematics.

Moreover, respondents who are 13 years old performed satisfactorily as 11 and 12 years old performed very satisfactorily. Those who have no honors performed very satisfactorily while those with honors and with high honors performed outstandingly. Those whose fathers and mothers reached college level performed better than those whose fathers and mothers reached elementary and high school levels. Those whose mothers are employed performed better in mathematics than those whose mothers are self-employed and unemployed. Also, regardless of respondents' sex, ethnicity, type of school, and fathers’ occupational status, they performed very satisfactorily in Mathematics. Hence, the learners maintain their attendance in mathematics class even when there are tons of calculations to be accomplished despite having slight anxiety.

Thesis (Master of Education - Language, Reading and Numeracy)

Includes appendices and bibliographical references.