Abstract
Although mathematics is perceived as an indispensable pre-cursor to success in modern society, many students still grapple with a genuine fear of mathematics and feel anxious when engaging in mathematical tasks. One of the affective factors that can affect math anxiety is learners’ belief in their own ability which is termed self-efficacy. In this study we aimed to investigate how math anxiety and math self-efficacy varied across gender, A-level math entry grade and recent mathematics score and how math anxiety and math self-efficacy related in the context of students in Mayuge District, Uganda. We collected data from 60 advanced level (A-level) mathematics students from two secondary schools in Mayuge District. Their study of mathematics was not compulsory but rather by choice. The participants filled a Mathematics Self-Efficacy and Anxiety Questionnaire (MSEAQ). Data were analyzed using descriptive statistics, independent sample t tests, one-way ANOVA, Pearson’s Linear Correlation Coefficient (PLCC) and linear regression. Descriptive statistics indicated a high level of math self-efficacy and a low level of math anxiety among the students. Independent sample t tests revealed no gender differences in math self-efficacy and math anxiety and ANOVA suggested no differences in math self-efficacy and math anxiety for the A-level math entry grades and recent mathematics scores. PLCC revealed a strong significant negative linear correlation between math self-efficacy and math anxiety with r = -0.782. Meanwhile, regression analysis suggested that math self-efficacy explained 60% of math anxiety among A-level students in Mayuge District. A recommendation was made. Keywords : Entry Grade, Gender, Math Achievement, Math Anxiety, Math Self-Efficacy DOI: 10.7176/JEP/11-26-05 Publication date: September 30 th 2020
Highlights
Mathematics is perceived as an indispensable pre-cursor to success in modern society, it is every so often regarded as one of the most difficult subjects at school
In this research we aimed to investigate how math anxiety and math self-efficacy varied across gender, advanced level (A-level) math entry grade and recent mathematics score and how math anxiety and math self-efficacy related in the context of A-level mathematics students in Mayuge District, Uganda
We sought to answer the following research questions: (i)How does math self-efficacy differ by students’ gender, A-level math entry grade and recent mathematics score? (ii) How does math anxiety differ by students’ gender, A-level math entry grade and recent mathematics score? (iii) How does math self-efficacy relate with math anxiety?
Summary
Mathematics is perceived as an indispensable pre-cursor to success in modern society, it is every so often regarded as one of the most difficult subjects at school. Many learners still grapple with a genuine fear of mathematics and feel anxious when engaging in mathematical tasks (Maloney, Waechter, & Fugelsang, 2012). Math anxiety causes students to avoid mathematics, mathematics classes, and mathematics related courses (Ashcraft, 2002). Gleason (2008) maintains that math anxiety causes learners difficulty to learn and apply mathematical concepts, turning into a dislike and avoidance of the subject. There are cognitive factors that contribute to the difficulty or ease that learners experience in doing mathematics tests or courses and performing mathematics-related tasks (Olango, 2016). In addition to cognitive domains, affective domains play a crucial role in performing mathematical tasks and these affect mathematics learning, performance and interest in pursuing STEM majors and careers (PISA, 2012)
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