The Relationship between Learning Styles and Math Anxiety among Secondary School Students

Abstract

Mathematics is often perceived as a challenging subject that can trigger significant math anxiety among students. Mathematical anxiety or math phobia among students is associated with various factors, including their learning styles. Therefore, this study was conducted to determine the relationship between learning styles and math anxiety among secondary school students. A simple random sampling technique was used to select 233 Form 4 students at a secondary school in Kota Samarahan, Sarawak, as research respondents. The Grasha-Riechmann Learning Styles Inventory and the Mathematics Self-Efficacy and Anxiety Questionnaire (MSEAQ), which were adapted and modified to measure students' learning styles and levels of math anxiety, were used as research instruments. The instruments used underwent validity checks by expert evaluators and demonstrated high reliability. IBM SPSS version 28 was used to analyse the data, involving descriptive and inferential statistical approaches. Descriptive analysis found that the dependent style of learning was the most dominant style used by students when studying mathematics. The study also indicated that students experienced high levels of math anxiety. Furthermore, Pearson correlation analysis revealed that independent, avoidant, dependent and participative learning styles were significantly related to math anxiety. Therefore, this study suggests that educators consider the variation in learning styles possessed by each student when planning learning activities. By taking the appropriate approach, educators can play a role in helping students gain a better understanding of mathematics and overcome their concerns.