Articles

This study investigated the relationship between parental helping skills and students' mathematics anxiety. Using a quantitative, descriptive-correlational design, the study involved 100 Grade 5 pupils and 100 parents from the Schools Division Offices of Cotabato and Kidapawan City. Data were collected using validated questionnaires and a standardized scale, and analyzed using descriptive statistics and Spearman's Rho correlation. The findings revealed that parents exhibit a very high level of helping skills (Grand Mean = 4.55), with strong scores in proactive and supportive, empathic, and encouraging approaches. Concurrently, students reported a very high level of mathematics anxiety (Grand Mean = 4.48). A significant and positive correlation was found between all three parental helping skills and students' mathematics anxiety. Specifically, proactive and supportive approaches correlated with anxiety (r = 0.528, p < 0.001), as did empathic (r = 0.724, p < 0.001) and encouraging approaches (r = 0.612, p < 0.001). This paradoxical finding suggests that well-intentioned parental support may inadvertently contribute to students' stress and anxiety, possibly by creating a high-pressure environment. The study recommends implementing parent education programs to foster a growth mindset, promoting low-stress support strategies, and conducting further qualitative and longitudinal research to better understand these complex dynamics.