Abstract
This study examines whether math anxiety and negative attitudes toward mathematics have an effect on university students’ academic achievement in a methodological course forming part of their degree. A total of 193 students were presented with a math anxiety test and some questions about their enjoyment, self-confidence and motivation regarding mathematics, and their responses were assessed in relation to the grades they had obtained during continuous assessment on a course entitled “Research Design”. Results showed that low performance on the course was related to math anxiety and negative attitudes toward mathematics. We suggest that these factors may affect students’ performance and should therefore be taken into account in attempts to improve students’ learning processes in methodological courses of this kind.
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