Abstract

Mathematics learning is shaped not only by subject knowledge but also by how students feel about mathematical tasks and organize their studies. This proposed study will examine mathematics anxiety and study habits as correlates of academic performance in General Mathematics among Grade 11 students at San Jose Integrated School, Schools Division Office of Santiago City. A quantitative descriptive-correlational design will be used. Validated, context-appropriate questionnaires will measure mathematics anxiety and study habits, while authorized General Mathematics grades will represent academic performance. The population will comprise enrolled Grade 11 learners taking the subject; the sampling approach and final sample size will be determined from official enrollment records. Descriptive statistics will summarize each variable, and Pearson correlations or appropriate nonparametric alternatives will assess associations at the .05 significance level. Previously generated demonstration tables in this manuscript show how the analyses and APA-style interpretations may be presented; they do not constitute evidence collected from the school. The research aims to provide local evidence that can guide supportive mathematics instruction, realistic study-skills activities, and proportionate responses to mathematics-related apprehension. Its correlational design will identify associations rather than prove causality. Actual findings and school-specific recommendations will be established only after data collection, validation, and analysis.