ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
—— The primary goal of this study was to examine the influence of mathematics anxiety on the mathematics learning engagement of the Grade 3 pupils during the School Year 2024-2025 in the South District of the Division of Angeles City. The conduct of this study used mixed method more particularly the sequential explanatory mixed method. There were 103 pupils who were requested as respondents of the study. They were randomly selected to lessen bias. In addition, 10 pupils were invited as participants for qualitative part. Questionnaire and documentary semistructured interview were used to gather data. Weighted mean, multiple regression and thematic analysis were applied for interpretation. Results tell that learners feel quite a bit anxiety on learning mathematics anxiety (M=4.19) and perception of difficulty and motivation (M= 4.24). Also, respondents agree (M=4.12) that they have high learning engagement in Mathematics. Furthermore, the Multiple R = 0.2215 indicates a weak positive correlation between Mathematics Anxiety and the learning engagement. The ANOVA table shows an F-value of 5.1616 with a significance level (p = 0.0252), which is less than 0.05. In addition, the desired support of learners to address their anxiety include Making Learning Enjoyable and Strengthening Enrichment Activities. Lastly, an anxiety management plan is proposed based on the findings of the study. Keywords: mathematics anxiety, learning engagement, enrichment, mixed method