Master Thesis

This study analyzed the effects of mathematical modeling on the problem-solving performance and anxiety level of students in a public-school setting under the new normal learning system. It utilized a quasi-experimental design particularly the pre and post-test design, to compare the performance of participants taught using the integration of mathematical models with another group. Respondents were asked to take part in a survey about their use of the mathematics modeling method. A set of questions and a set of problems were given to them as well as a self-Efficacy and Anxiety Questionnaire for them to answer before and after the method was used. A two-sample t-test was used to measure the significant difference between the pre-test and post-test results of the control and experimental groups. The result shows that problem-solving in mathematics classes has consequences on respondents' views of the subject. Further, Mathematics anxiety can be caused by a variety of circumstances, including classroom climate, mathematical abstraction, prior experience, family pressure, humiliation in front of the class, and instructional tactics. Students' performance in problem-solving and level of anxiety prior to the conduct of the Mathematics Modeling Method, the two groups have almost equal average scores. The second group's standard deviation of the second group, the experimental group, is a bit higher than that of the first group. Moreover, students' performance in problem-solving and level of anxiety are improved by the Mathematics Modeling Method. The experimental group had a higher mean for problem solving than that of the control group. This is evidence that the method has a positive effect on the students' performance. Summing up the result, Mathematics modeling affects the performance of the students in mathematics problem - solving. It helps lower their anxiety level towards mathematics which made them work more confidently with problems and eventually improve their performance.