Investigating the Psychometric Properties of the Mathematics Self-Efficacy and Anxiety Questionnaire on a Zambian Sample

Abstract

Mathematics is an important element for national development in that people in society use it for solving life practical problems. The Zambia government has relentless promoted the importance of mathematics and science in schools through certain education programmes such as JETS. However the performance of pupils as well as students in mathematics has not been encouraging. Mathematics achievement to a certain extent is determined by ones self-efficacy and anxiety (May, 2009). Mathematics instructors in Zambian schools lack the instruments as well as the competencies to reliably and validly measure the two concepts. One instrument that can be used to assess mathematics self-efficacy and anxiety is the mathematics self-efficacy and anxiety questionnaire (MSEAQ) developed by May (2009). However the psychometric properties of this instrument has not been established on the Zambian sample. This study aimed at investigating the reliability and construct validity of the mathematics self-efficacy and anxiety questionnaire (MSEAQ) on a Zambian sample. A quantitative research design through structural equation modelling (SEM) was used to achieve the research objectives. The 29 item MSEAQ with two sub scales was administered to a non-probability sample of 132 mathematics, engineering, natural and applied sciences university freshmen from Mulungushi University. The factorial structure models underlying the MSEAQ was investigated using item analysis, exploratory factor analysis (EFA) as well as the confirmatory factor analysis (CFA). Statistical analyses provided acceptable fit of the MSEAQ measurement model with the empirical data. The study has demonstrated evidence of reliability and construct validity for the usage of the MSEAQ in the Zambian context.