An Investigation of Mathematics Anxiety and Academic Coping Strategies Among High School Students in Vietnam: A Cross-Sectional Study

Abstract

Increasing numbers of students around the world are suffering from mathematics anxiety. The main objective of this study is to investigate the relationship between mathematics anxiety and gender, grade, career choices, and academic achievement in Grade 10, 11, and 12 students. This study used the Revised Version of the Mathematics Anxiety Rating Scale to survey 1,548 high school students (570 males and 978 females) from high schools in Vietnam. A multivariate analysis of variance (MANOVA) test, Pearson correlation and multiple linear regression were used to analyze data. The results show that there are significant differences in the influence of grade, academic achievement, and students’ career choices on mathematics anxiety. Academic coping strategies, gender, grade, and career choices are significant predictors of mathematics anxiety. Grade 12 students have higher levels of mathematics anxiety than others. Students with high average mathematics scores (9.0–10.0) have higher levels of mathematics anxiety than students with lower scores. Besides, students choosing finance and economics or industrial engineering to pursue into higher education also experienced higher levels of mathematics anxiety than others. This study contributes to the general discussion about the nature of mathematics anxiety and the relationship between mathematics anxiety and academic achievement.

Relations between prior school performance and later test anxiety during the transition to secondary school

“…For boys in mathematics, however, the relation between achievement and test anxiety appeared more linear, with low‐achieving boys developing higher levels of test anxiety at the end of seventh grade. It is also interesting to note that such results are quite distinct from those of studies on mathematics anxiety showing that moderate and high achieving secondary school students—but not low achieving ones—are more susceptible to experiencing mathematics anxiety (Luu‐Thi et al., 2021). In contrast, language arts achievement in elementary school did not significantly predict later test anxiety, whereas for secondary school language arts, only low‐achieving boys and average‐achieving girls were identified as being at risk of high test anxiety.…”

Sorotan Literatur Bersistematik: Faktor Yang Mempengaruhi Kebimbangan Matematik Dalam Kalangan Pelajar Sekolah Menengah

“…Pendekatan Kajian Kuantitatif Kualitatif Gabungan Kajian Tinjauan Albelbisi et al, 2022;Buzzai et al, 2020;Çağırgan & Soytürk, 2021;Deieso & Fraser, 2019;Donolato et al, 2020;Gabriel et al, 2018;García-Santillán et al, 2022;İlhan et al, 2022;Klee & Miller, 2019;Kyttälä & Björn, 2021;Luu-Thi et al, 2021;Moreno-García et al, 2018;Muwonge et al, 2018;Prahmana et al, 2021;Rončević Zubković et al, 2021;Semeraro et al, 2020;Seo & Lee, 2021;Skaalvik, 2018;Trigueros et al, 2020;Wang et al, 2018;Wang et al, 2020a;Wang et al, 2020b Dari 14 kajian yang mengkaji aspek pencapaian akademik, terdapat 12 kajian mendapati pencapaian akademik mempunyai hubungan korelasi negatif dengan kebimbangan matematik, di mana pencapaian akademik yang rendah akan menyebabkan kebimbangan matematik yang tinggi (Buzzai et al, 2020;Donolato et al, 2020;Gabriel et al, 2018;İlhan et al, 2022;Mann & Walshaw, 2019;Semeraro et al, 2020;Skaalvik, 2018;Suren & Kandemir, 2020;Trigueros et al, 2020;Wang et al, 2020a;Xie et al, 2019;Živković et al, 2022). Hasil dapatan tersebut adalah bertentangan dengan dua lagi kajian, iaitu kajian Kaba dan Şengül (2018) serta Luu-Thi et al (…”

“…Thi et al (2021) danXie et al (2019) mendapati semakin meningkat umur pelajar, semakin tinggi tahap kebimbangan matematik dalam kalangan mereka. Kajian Luu-Thi et al (2021) mendapati dalam kalangan pelajar gred 10 hingga 12, pelajar gred 12 menunjukkan tahap kebimbangan matematik yang paling tinggi, manakala pelajar gred 10 menunjukkan tahap kebimbangan matematik yang paling rendah.…”

Sikap Pelajar Terhadap Pembelajaran Flipped Classroom dalam Subjek Matematik: Sorotan Literatur Bersistematik

“…Matematik adalah salah satu subjek yang penting dan wajib bagi semua pelajar dalam sistem pendidikan dari sekolah rendah sehingga sekolah menengah (Luu et al, 2021). Hal ini kerana pelajar perlu memahami banyak konsep asas yang dipelajari di setiap peringkat seperti aritmetik, pecahan dan algebra.…”