The researchers focused on common issues faced by STEM students dealing with irrational fear of mathematical formulas. Through interviews of 10 STEM students, they identified experiences with "arithmophobia" when encountering formulas. Many students feared failing exams due to complex formulas and problem-solving processes. They felt pressured during exams and unable to answer, indicating fear of formulas. However, despite pressure, students still tried to answer correctly. The sole objective was to understand the possible effects of this fear, such as anxiety while answering, embarrassment in class, or expecting to fail. Taking all findings into account, the researchers concluded students commonly experience irrational fear of formulas in academics, especially during exams involving calculus formulas where complex problem

1. HOW COME?
THE IRRATIONAL FEAR
OF MATHEMATICAL
FORMULAS
Almario, Fabella, Lanuza, Olores
STEM 11A

2. INTRODUCTION
Students are afraid of answering mathematical equations,
it is one of the fundamental struggles of students
whenever they try to learn and understand mathematics.
This research will advance
or broaden someone’s
knowledge in Mathematical
Formulas as this will tackle
their fear in mathematical
formulas.
This will also benefit the following:
Students
Teachers
Curriculum Maker
Future Researcher

3. SCOPE AND
DELIMITATION
The study aims to find out the reason/s of SHS-STEM of
AVM Foundation Inc. on why they fear mathematical
formulas and equations. The study to be conducted will be
performed through an interview to gather data from SHS-
STEM students of AVM Foundation Inc. for the school year
2022-2023. This study will focus only on the experiences
and perception of SHS-STEM students in mathematical
formulas and equations

4. RESEARCH
QUESTIONS
• What are the participnts' reason for
having fear in mathematical
formulas?
• How do Arithmophobia of the Fear of
Mathematical Formulas affect the
performance of a student?
• What are ways to reduce the fear of
mathematical formulas when
coming across them?

5. RESEARCH
DESIGN
Qualitative method is
used to understand
people’s beliefs,
experiences, attitudes,
behavior, and
interactions. It generates
non-numerical data
(Pathak et. al., 2013.)

6. RESEARCH
DESIGN
Phenomenological
Research is a
qualitative method that
attempts to understand
the participants’
perspective and views
of physical or social
realities (Leedy et. al.,
2015).

7. RESEARCH
DESIGN
Purposive sampling is also known
as judgment, selective or
subjective sampling. It is a
sampling technique in which a
researcher relies on his or her own
judgment when choosing
members of the population to
participate in the study (Alchemer,
2021). Purposive sampling target is
to focus on particular
characteristics of a population of
the interest.

8. RESEARCH
DESIGN
Thematic Analysis is defined as
a method for analyzing
qualitative data that involves
reading through a set of data
and looking for patterns in the
meaning of the data to find
themes (Villegas 2023).

9. CHAPTER 4
FINDINGS DISCUSSIONS

10. • What are the factors that made you fear
mathematical formulas?
• Why do you fear Math? Mathematical
Formulas to be specific.
• How do you perform during pressure/fear
with mathematical formulas?
• What do you feel after answering
mathematical formulas?
• What are the ways you do to reduce the
fear of mathematical formulas when
answering or when you see one?
RESEARCH
QUESTONNAIRE

11. The participants' major reason/factor in having
irrational fear of mathematical formulas is that
it’s hard to understand and too confusing for
them as the participants are not fast learners.
The participants also added that unfamiliar
terms makes it more difficult and confusing to
learn, especially as the participants are slow
learners. Thus, fearing mathematical formulas
due to their lack of comprehension of the said
topic and its confusing demeanor. As stated by
Manikandan et. al. (2022), the level of math
phobia or mathematical anxiety is significantly
higher among private high school students.
MAJOR FACTORS THAT
INDUCES FEAR OF
MATHEMATICAL
FORMULA

12. Most of the participants' reason why they
fear math is because it is difficult for them.
Solving mathematical formulas, from simple
to complex, involves step by step process in
order to solve it. This requires the students to
be more patient and more focused on each
step of the process in order to get the
correct answer. Therefore, those who find
mathematical formulas difficult are those
who fear it. Just like what Ismail (2021)
stated, anxiety is demonstrated by the
existence of continuous fear against the
object of mathematics and its learning
situation.
REASON FOR
FEARING
MATHEMATICS

13. After having a conversation with the
participants, the researchers found
out that most of them perform under
pressure and the feeling of
Anxiety/Nervous. The researchers
also found out that they fear being
embarrassed in front of the class,
thus they do their best to answer it
well. They also conclude that they
usually understand the
formulas/problems given before
answering and/or they answer the
hardest first.
PERFORMANCE
OF THE
PARTICIPANTS
WHILE
ANSWERING
MATHEMATICAL
FORMULAS

14. After answering mathematical
formulas, most of the participants’
answered that they felt relieved. This
feeling of relief may be satisfaction or
disappointment depending on the
level of their confidence in answering
the mathematical formulas. Finding
the solution to mathematical
formulas isn’t always easy, therefore,
if the participants’ were able to
answer or come up with a solution it
would always bring a feeling of relief.
PERFORMANCE
OF THE
PARTICIPANTS
AFTER
ANSWERING
MATHEMATICAL
FORMULAS

15. The participants share the same ways
of coping strategies in order to reduce
their fear gradually. The participants
added that they usually do self-study
while watching a tutorial and/or ask a
friend to help them out understand the
formulas. The participants also advise
that it's best to listen during discussions
as this benefits the participants and
also aids in reducing the fear of
mathematical formulas.
WAYS TO REDUCE
THE FEAR OF
MATHEMATICAL
FORMULAS

16. SUMMARY

17. The researchers focus on the common problems of
STEM students who deal with having irrational fear of
mathematical formulas. The researchers identify how
and what they experience while having arithmophobia
committed by the ten (10) respondents of STEM11.

18. The research instrument used in the study is a face-to-
face interview with select students of STEM11. The
participants are then asked by the researchers with
relatable questions with reference to Irrational Fear of
Mathematical Formulas. The responses of the
participants had given the researchers a wide range of
new information about their experiences dealing with
mathematical problems. As for the results, all the
participants’ responses are purely based on their very
own experience.

19. The sole objective of this research is to know the
different possible aftermath of the situation faced by the
participants of the study. If they fear failing, feel
anxious/nervous while answering, or getting
embarrassed in front of the class everytime they come
across a simple or complex mathematical problem that
requires it to be solved.

20. CONCLUSION

21. Taking everything into account, after a thorough analysis and
interpretation of data, the researchers found out that students
experience Irrational Fear of Mathematical Formula, most commonly in
their academic life. In particular, during the students examinations of
Basic Calculus, the participants anticipate already failing the
examination due to its complex formula and solving pattern. In
addition, when faced with mathematical formulas, students easily feel
pressured that leads them unable to answer it, indicating a sign of fear
of mathematical formulas. Nonetheless, disregarding the pressure they
feel, they still manage to answer it accordingly.

22. RECOMMENDATION

23. Learners: This research can provide fruitful
information to learners. This research can be a
guide to learners who show significant
symptoms of Arithmophobia or the Irrational Fear
of Mathematical Formula. With this, learners can
navigate through the pages finding help they
need.

24. Psychological Health: This research study can
serve as a shepherd to students who experience
Arithmophobia or the Irrational Fear of
Mathematical Formulas. The response given
may serve as a guide or motivation to students
who shows impending signs of fear in
mathematical formulas.

25. Curriculum Maker and the Education
System: Educators, professors and/or
teachers may use this research as a
reference on how to teach mathematics
effectively and in a more digestible way for
learners to learn.

26. Analytic and Logical Performance: The
research paper can be a great help to
students in enhancing their analytical and
logical performance in class. This can also
serve as a motive to study mathematics,
surpassing their limit.

27. Reference Guide: The research can be used
as a reference material and/or a guide book
for students who seek on how to face their
fear and ways on how to improve their
logical skills.

28. Future Researcher: Future researchers can
use this research study as a reference to
their own research. In addition, this may
serve them as an additional Review of
Related Literature and Article.

29. THANK YOU