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This study determined the effects of the integration of mathematical modeling on the problem solving performance and math anxiety level of Grade 9 students. Two groups of students were exposed to different strategies: the control group was taught using guided practice while the experimental group was taught using the integration of mathematical modelling. Pretests and Posttests were given to measure the performance of both groups in terms of their problem solving skills and their math anxiety level. T-test of independent and dependent were used to determine whether there exists significant difference between the performance of the two groups in terms of their pretest and posttest scores. Questionnaire and Interview Method were implemented were used to elicit students’ reactions on the integration of mathematical modeling in the classroom. Findings showed that there is a significant difference between the pretest and posttest mean scores of both groups in terms of their problem solving performance test and their mathematics anxiety test. However, when their posttest mean scores were compared, the experimental group made a large improvement in terms of their problem solving performance and a reduction in terms of their mathematics anxiety level, thus, the integration of mathematical modeling was effective in improving the problem solving performance and reducing the math anxiety level of students.

Mathematical Modeling: Effects on Problem Solving Performance and Math Anxiety of Students