Mathematics Anxiety: A Case Study of Students’ Learning Experiences through Cognitive, Environment and Behaviour

Musa, Nur Hafizah; Maat, Siti Mistima

doi:10.6007/ijarbss/v11-i3/8992

Cited by 5 publications

(5 citation statements)

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“…This further denotes that the anxiety and resiliency of Grade 9 students towards mathematics do not affect their ability and knowledge acquisition of the subject and that student experience of mathematics anxiety is not closely related to their academic achievements. This finding is consistent with Musa & Maat [52], which indicated that Mathematics anxiety was experienced by both high-and low-achieving math students. However, highachieving students' primary influence on Mathematics anxiety was motivating, whereas lowachieving students' key contributors were inadequate math competency and self-skills.…”

Section: Relationship Between Level Of Mathematics Anxiety and Mathem...supporting

confidence: 91%

Mathematics Anxiety, Resiliency, and Chemistry Performance of Grade 9 Students

Ledesma¹,

Linaugo

2023

TSSJ

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While Mathematics is a necessary component of Science, many students enter scientific courses with minimal arithmetic skills. This descriptive-correlational study examined the relationship between Grade 9 students' Mathematics anxiety and resiliency to their academic achievement in Chemistry. Data was collected from the 302 participants drawn from the total population of 1,394. A three-part, fully adopted questionnaire was used. Descriptive scores were analyzed and interpreted using mean and standard deviation. To test for significant differences in the aspects of the dependent variables, Mann-Whitney U was used, and Spearman's rho correlation was used to test for significant relationships. Results of the study revealed that the level of Mathematics anxiety of the Grade 9 students was on the "average". On the other hand, the level of Mathematics resiliency of the Grade 9 students was “high”. The study also reflected that Grade 9 students were proficient in Chemistry. Mathematics anxiety and resiliency do not correlate with Grade 9 students’ academic achievement in Chemistry. Anxiety and resiliency of Grade 9 students towards Mathematics do not affect their ability to acquire knowledge in Chemistry. Student experience of Mathematics anxiety is not closely related to their academic achievements. It is recommended that schools provide opportunities for students to cultivate more positive attitudes toward Mathematics.

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Section: Relationship Between Level Of Mathematics Anxiety and Mathem...supporting

confidence: 91%

Mathematics Anxiety, Resiliency, and Chemistry Performance of Grade 9 Students

Ledesma¹,

Linaugo

2023

TSSJ

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“…Thus, it can be concluded that mathematics anxiety is a condition in which a person, in this case a student, feels nervous, uncomfortable, and has negative prejudice towards anything related to mathematics both in the classroom and in the everyday environment (Qausarina, 2016). The results of other studies also show that students with low achievement, poor math abilities and skills are caused by high levels of anxiety (Musa & Maat, 2021).…”

Section: Introductionmentioning

confidence: 90%

Analysis of Mathematical Reasoning Ability Reviewed Based on The Level of Mathematical Anxiety

Latip

Turmudi

Yulianti

2023

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Kemampuan penalaran matematika merupakan kemampuan dasar yang harus dimiliki oleh siswa. Oleh karenanya guru sebagai pendidik, harus dapat meningkatkan kemampuan penalaran matematika selama proses pembelajaran sekaligus mengurangi hambatan siswa dalam belajar matematika. Namun demikian kenyataanya ada hambatan kecemasan yang dialami oleh siswa yang tidak diketahui. Tujuan penelitian ini adalah untuk menganalisis dan mendeskripsikan kemampuan penalaran matematika siswa ditinjau berdasarkan tingkat kecemasan matematika. Penelitian ini adalah penelitian kualitatif dengan metode deskriptif. Subjek dalam penelitian berjumlah 6 orang siswa yang dipilih dari tiap kategori kecemasan matematika. Instrumen pendukung dalam penelitian ini meliputi: 1) Angket Kecemasan Matematika; 2) Tes Kemampuan Penalaran matematika; 3) Pedoman Wawancara. Dari hasil analisis diketahui bahwa siswa dengan tingkat kecemasan matematika rendah yaitu S1 dan S2 dapat memenuhi 3 dari 4 indikator penalaran matematika; siswa dengan tingkat kecemasan matematika sedang yaitu S6 mampu memenuhi 1 dari 4 indikaor penalaran matematika dan S16 tidak mampu memenuhi semua indikator penalaran matematika; siswa dengan tingkat kecemasan matematika tinggi yaitu S11dan S20 tidak mampu memenuhi semua indikator penalaran matematika. Hasil penelitian ini diharapkan dapat menjadi referensi dan pertimbangan bagi peneliti lain dan guru dalam memilih strategi pembelajaran sehingga dapat meningkatkan kemampuan penalaran matematika sekaligus mengurangi tingkat kecemasan siswa. Mathematical reasoning ability is a basic ability that must be possessed by students. Teachers as educators must be able to improve to learning mathematics. However, in reality there are anxiety barriers experienced by students who are not known. The purpose of this study was to analyze and describe students' mathematical reasoning abilities in terms of their level of math anxiety. This research is a qualitative research with descriptive method. Supporting instruments in this study include: 1) Mathematical Anxiety Questionnaire; 2) Mathematical Reasoning Ability Test; 3) Interview Guidelines. The Result known that students with low levels of math anxiety, namely S1 and S2, can fulfill 3 of the 4 indicators of mathematical reasoning; students with a moderate level of math anxiety, namely S6 were able to fulfill 1 of 4 indicators of mathematical reasoning and S16 were not able to fulfill all indicators of mathematical reasoning; students with high levels of math anxiety, namely S11 and S20, were unable to fulfill all indicators of mathematical reasoning. The results of this study are expected to be a reference for other researchers and teachers in choosing learning strategies so that they can improve mathematical reasoning abilities while reducing students' anxiety levels.

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“…According to Musa et al (2018), Math Anxiety refers to the experience of emotional disorders or negative emotions when dealing with mathematical situations in learning or daily activities. Individuals who experience Math Anxiety often exhibit psychological symptoms such as tension, negative thinking, and avoidance of mathematical situations.…”

Section: Remarksmentioning

confidence: 99%

Student's anxiety level towards mathematics: Basis for intervention program

Mark Rogel Tumanlao Auguis,

Jayvee Eliserio Leron,

Sheenalyn Baduel Mondez

et al. 2024

Int. J. Sci. Res. Arch.

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This study, entitled Students’ Anxiety Level Towards Mathematics: Basis for Intervention Program, investigated Math anxiety among Liceo de Pagsanjan students via pre-interviews with teachers and students, utilizing random sampling of Grade 10 sections. The respondents of the study were composed of sixty-eight (68) Grade 10 students at Liceo de Pagsanjan. A quantitative method with online questionnaires was employed, analyzing data using Pearson r correlation and Chi-Squared correlation analysis to measure the anxiety level of the grade 10 students towards Mathematics. As the responses from the online questionnaires were converted into data, the mean, Pearson r, and chi-squared correlation analysis were used for statistical treatment. Significant links were found between students' experiences and Math anxiety, emphasizing the need for comprehensive support networks. This suggests that students' experiences have an impact on their anxiety levels about the subject. The significant relationship between experiences at home, school, and among peers underscores the need for comprehensive support networks. The "Math Anxiety Termination Program" (MATP) was proposed to address issues. However, Chi-Squared analysis showed no significant correlation between demographic factors and Math anxiety levels. Recommendations include tailored interventions and enhancing communication in a supportive environment. In light of the findings and conclusion, some recommendations, such as building upon the findings of this study and developing their own action plan or intervention program tailored to addressing math anxiety and making programs aimed at enhancing student communication and empathy, can also be adopted, creating a supportive environment where individuals feel heard and valued for their perspectives.

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Mathematics Anxiety: A Case Study of Students’ Learning Experiences through Cognitive, Environment and Behaviour

Cited by 5 publications

References 46 publications

Mathematics Anxiety, Resiliency, and Chemistry Performance of Grade 9 Students

Mathematics Anxiety, Resiliency, and Chemistry Performance of Grade 9 Students

Analysis of Mathematical Reasoning Ability Reviewed Based on The Level of Mathematical Anxiety

Student's anxiety level towards mathematics: Basis for intervention program

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