• Gilbert Banguis Guita

  Author

• Denis Abao Tan

  Author

The study determined the mathematics anxiety and students’ academic achievement in a
reciprocal learning environment. It sought to determine the level of achievement of students
when exposed to reciprocal learning environment (RLE) and to those exposed to non- reciprocal
learning environment (non- RLE) in terms of their pretest, posttest and retention test scores;
describe the level of anxiety in mathematics when exposed to RLE and those exposed to non-
RLE; identify the difference between the achievement of the students when exposed to RLE and
to those exposed to non- RLE in terms of their posttest and retention test scores; and lastly,
compare the difference of the anxiety of students in mathematics when exposed to RLE and those
exposed to non- RLE.
The study utilized a quasi- experimental research design which was conducted at Magpet
National High School, Poblacion, Magpet, North Cotabato. Students in Grade 8 were the
research respondents of the study.
The students who are exposed to RLE have “very low performance” in the pretest and
have “moderate performance” in the posttest and retention test while those who were exposed to
Non- RLE also have “very low performance” in the pretest and have “moderate performance”
in the posttest and retention test. Moreover, for the level of students’ anxiety towards
mathematics, they have high anxiety before the treatment and becomes moderate after the
intervention for both RLE and Non- RLE groups. The mathematics achievement of the students
who were exposed to RLE is comparable to the achievement of those students who were exposed
to non- RLE. Also, no significant difference in the mathematics anxiety of students was observed
in both groups.

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