Mind Over Math: The Relationship Between Students’ Perception of Audio-Visual Learning Tools and Mathematics Anxiety

Abstract

This study examined the significant relationship between Audio-Visual Learning Tools and Mathematics Anxiety among 361 Grade 7 students of three national high schools in Sta. Josefa District, Division of Agusan del Sur, namely Aurora National High School, Sayon National High School, and Sta. Josefa National High School, who are currently enrolled for the 2025-2026 academic year. Employing a quantitative descriptive correlation research design and utilizing a universal sampling method to examine relationships between variables without any manipulation. The results showed that the level of students’ perception of audio-visual learning tools in terms of perceived usefulness, perceived ease of use, attitude toward using, and intention to use all obtained a descriptive rating of “Agree,” indicating that audio-visual learning tools are effective some of the time. Furthermore, the level of students’ mathematics anxiety in terms of emotion, assessment, and environment obtained a descriptive rating of “Agree,” indicating that the students experience mathematics anxiety some of the time. The correlation indicates a low negative relationship between audio-visual learning tools and mathematics anxiety. This means that the audio-visual learning tools have a statistically significant but weak negative association with students’ mathematics anxiety. The regression analysis revealed that perceived ease of use, attitude toward use, and intention to use significantly predict students’ mathematics anxiety, whereas perceived usefulness was not significant. Overall, students hold positive perceptions of audio-visual learning tools and experience moderate mathematics anxiety. Moreover, positive perceptions of audio-visual learning tools are associated with lower mathematics anxiety, and this study would contribute to the field of education by providing additional evidence on the potential of audio-visual learning tools to support students’ learning experiences and reduce negative emotions toward mathematics.