Working Memory Capacity and Mathematics Anxiety of Mathematics Undergraduate Students and Its Effect on Mathematics Achievement

Abstract

This quantitative study aimed the first to investigate the working memory capacity and mathematics anxiety of mathematics undergraduate students based on differences in sex and grade. The second to know the effect of working memory capacity and mathematics anxiety on mathematics achievement. The t-test and MANOVA-test were used to answer the first aim of the study and the multiple linear regression test was used to answer the second aim. A total of 90 students participated in this study which was obtained by cluster random sampling. The results showed that the working memory capacity of male students was greater than female students. The working memory capacity of first-year students was greater than the second and the third-year students. While there was no difference in students' mathematical anxiety seen from the difference in sex and grade. Based on multiple linear regression test, there was a significant negative effect of mathematics anxiety on mathematics achievement. This result illustrated that the higher mathematics anxiety the lower the mathematical achievement. The results of this study indicated that one importance factor to improve the mathematics achievement of mathematics undergraduate students, can be done by finding a strategy to reduced the level of mathematics anxiety.

High school students' mathematical proficiency based on mathematics anxiety and cognitive independence

“…The low mathematics anxiety group was students who had an average value of mathematics anxiety from 1 to 2.75 while the high mathematics anxiety group consisted of students who had an average value of mathematics anxiety of more than 2.75 . The questionnaire used was an instrument adapted from (Juniati & Budayasa, 2020) which used closed questions consisting 15 items with a Likert scale to show the students' mathematics anxiety with a score of 1 for never, a score of 2 for rarely, a score of 3 for often, and a score of 4 for always. Based on the results of the experts' approval and the trial, the mathematics anxiety questionnaires were declared valid and reliable with a Cronbach alpha value of 0.849.…”

Kebimbangan Matematik dan Hubungannya dengan Pencapaian Pelajar Tingkatan Satu

“…Pada masa yang sama, perasaan takut ini juga berhubung kait dengan pencapaian matematik pelajar (Delgado, Espinoza & Fonseca, 2017;Juniati & Budayasa, 2020;Mutlu, 2019;Puteh & Khalin, 2016). Pelajar dengan tahap kebimbangan matematik yang tinggi didapati mempunyai keputusan matematik yang rendah.…”

“…Sesi pembelajaran melibatkan pemprosesan dan penyimpanan maklumat dan ia dikaitkan dengan memori kerja individu (Carey et al, 2016;Dowker, Sarkar & Looi, 2016;Juniati & Budayasa, 2020;Mutlu, 2019;Passolunghi, Caviola, De Agostini, Perin & Mammarella, 2016;Yahya & Amir, 2018). Memori kerja merujuk kepada sistem kognitif yang terlibat dalam mengekalkan dan memproses maklumat (Bayliss et al, seperti yang dinyatakan di Juniati & Budayasa, 2020).…”

“…Konsep matematik menjadi semakin sukar dan soalan kemahiran berfikir aras tinggi adalah lebih mencabar berbanding di peringkat sekolah rendah. Apabila pelajar melangkau ke peringkat universiti, kebimbangan mereka terhadap matematik turut meningkat dan mencatatkan tahap kebimbangan yang tinggi (Juniati & Budayasa, 2020).…”

Revisiting Mathematical Resilience and Anxiety Among Senior High Students

“…It is worthy to note that the effect of anxiety on learning is adverse to mathematics achievement. According to Juniati and Budayasa (2020), a higher level of anxiety results to lower mathematical achievement due to depression and stress. On the face of it, mathematical anxiety is a hindrance to students' cognitive thinking and problem-solving skills.…”