Levels Of Mathematics Anxiety Research Articles

The Influence of Social Competition and Maths Anxiety on Game Performance

Digital Game-Based Learning (DGBL) uses serious games to deliver educational content. DGBL has the potential to aid children’s development of maths skills, providing educators with alternatives to traditional mathematics teaching. However, the efficacy of serious games can be affected by their attributes, including whether they are single or multi-player. While competition in a multi-player environment may enhance players’ interest and motivation, potential social pressure may lead to anxiety and affect performance. In maths education, there are additional challenges. Mathematics Anxiety (MA), the negative emotional response to mathematics, may interact with game features and impact players’ experience. This study assesses players' performance in a digital maths game called ’Seven Spells’ across two different game modes (vs. Human and vs. CPU), and it also investigates whether MA levels impacted players’ performance. 43 children from two classes in an Irish primary school participated in thisstudy. Each class played a different game mode of the ‘Seven Spells’ game, one group playing against computer-controlled characters (vs. CPU) and the other playing against their classmates (vs. Human). The game mechanics were identical between the two competition game modes. The children completed the modified Abbreviated Mathematics Anxiety Scale (mAMAS) and a mathematics questionnaire before participating in the intervention, which included 4 sessions. They also participated in a focus group session at the end of the intervention. Data on their gameplay were collected throughout the first three sessions and analysed through multiple linear regression models to investigate possible connections between MA, maths knowledge, game modes and game performance. The results of the multiple linear regressions indicate that game performance was positively influenced by the duration of gameplay and the complexity of moves — measured by the number of moves and cards used — while being negatively affected by MA. However, a significant interaction between MA and the competition game mode was observed, suggesting that MA had a more pronounced negative impact on players in the vs. Human game mode compared to the vs. CPU game mode.

Investigating the Level of Mathematics Anxiety among Junior High School Pupils

Mathematics is a fascinating and perplexing subject that is constantly evolving in a variety of scientific fields. Naturally, it is amazing and beautiful to use mathematics to solve a real-life problem and comprehend it. However, most people fear mathematics. The goal of this research was to explore Ghanaian Junior High School pupils' level of anxiety in mathematics at two different schools.. A Likert-Scale type of questionnaire on mathematics anxiety was given to 120 pupils who were randomly selected from the population to answer voluntarily. Descriptive and inferential analysis were both used to analysis the responses from the pupils. It was revealed that mathematics anxiety was reported to be high among junior high school pupils. It was also found that female pupils had greater levels of mathematics anxiety than male pupils. Practical recommendations are provided based on the findings of the study.

Math Anxiety and Poor Math Competence: A Longitudinal Investigation of Students Failing to Achieve the Math Skills Required by School Curricula

ABSTRACT Mathematics anxiety (MA) has emerged as a significant concern in recent years, recognized for its potential to interfere with learning processes. Our study delved into exploring the relationship between the presence and level of MA and the ability to acquire math skills required by the school curriculum. For this purpose, secondary school students were monitored during their first year of study. A questionnaire designed to assess MA and a math skills assessment test were administered on two separate occasions: initially at the end of the first term and subsequently at the conclusion of the second term. The results of the end-of-year tests indicated that students with high levels of MA, assessed at the beginning of the school year, showed a significantly greater risk of failing to achieve the required competence. These findings seem to support the notion that a high level of MA can significantly contribute to hindering the acquisition of educational outcomes.

A STUDY OF ACHIEVEMENT IN MATHEMATICS IN RELATION TO MEDIUM OF INSTRUCTION AND MATHEMATICS ANXIETY OF 8TH GRADE STUDENTS OF HIMACHAL PRADESH

This study examines the relationship between Achievement in Mathematics, Medium of Instruction and Mathematics Anxiety among 8th-grade students in District, Hamirpur, Himachal Pradesh. The primary objective is to explore how Mathematics Anxiety and Medium of Instruction, especially English and Hindi, impact Achievement in Mathematics. A sample of 162, 8th-grade students from various schools in Himachal Pradesh was selected. Data were collected using standardized mathematics achievement tests and a validated Mathematics Anxiety questionnaire. Contrary to common expectations, the findings reveal that students with higher levels of Mathematics Anxiety achieved higher scores. Furthermore, students taught in English medium outperformed their Hindi medium counterparts. These results suggest that while Mathematics Anxiety is generally perceived as detrimental, it may also drive certain students to achieve better results. Additionally, the Medium of Instruction plays a crucial role in shaping mathematics achievements, with English medium instruction providing a notable advantage in Achievement in Mathematics. The study concludes that educational strategies should consider both the Medium of Instruction and the complex role of Mathematics Anxiety in learning to enhance student Achievement in Mathematics.

MATHEMATICS ANXIETY AMONG SECONDARY SCHOOL STUDENTS IN KOHIMA TOWN, NAGALAND

Every learner needs the basic knowledge of Mathematics to live a fulfilling and contented life. Due to its wide applicability in one’s daily life and in varied fields of knowledge, Mathematics is considered as one of the major and compulsory subject in the school curriculum. Despite, Mathematics being a significant subject in the school curriculum, it is considered the most dreaded subject by learners. Secondary school students appear board exams and Mathematics being one of the major subject makes them more anxious towards the subject. Thus, the present study is aimed at finding the Mathematics Anxiety level of secondary school students with respect to Gender, Type of Management and Class Level. The study was conducted on a sample size of 380 secondary school students. The result of the study revealed that there was no significant difference in the level of Mathematics anxiety between male and female; Private and Government; and class 9 and class 10 students. The study also revealed that the majority of the secondary school students had an average level of Mathematics anxiety.

Performing 1-1 Interventions to Address Mathematics Anxiety – An Intervention Case Study of 3 Brazilian Women Who Believed They Were Stupid in Mathematics

Mathematics Anxiety is well-researched, but solutions are few. This study shows the potential to provide an affordable solution, one that could ultimately be rolled out across the country and the world. The 1:1 interventions involve inviting the participants to tell their math story and then introducing the Mathematical Resilience Framework and reframing adverse prior experiences as unrelated to intrinsic ability. The framework includes three tools: the hand model of the brain, the growth zone model, and the relaxation response. The intervention participants were Brazilian volunteers living in England from the local and virtual communities. The levels of Mathematics Anxiety were measured before the intervention using the Betz (1978) scale, and narrative records were made. The qualitative data were analyzed using deductive thematic analysis (Braun Clarke, 2006) through the lens of the Mathematical Resilience Framework. The data indicated the positive impact of performing this kind of intervention.

The role of technology in reducing mathematics anxiety in primary school students

Mathematics anxiety is a significant problem in education that affects students’ learning outcomes, academic success, and well-being. This systematic literature review aimed to explore the role of technological interventions in reducing mathematics anxiety and promoting positive learning experiences in mathematics learning. Our findings revealed a mixed picture, where learning mathematics through online distance education increases mathematics anxiety, especially among primary school students, while interventions such as game-based learning and digital tools show positive results in reducing students’ mathematics anxiety levels. Additionally, the results of this study contribute to ongoing discussions on effective strategies to reduce mathematics anxiety and improve mathematics education through the integration of technology, providing new understanding among educators, parents, researchers, and policymakers in creating inclusive and effective learning environments. Using technology to reduce mathematics anxiety and increase student achievement emphasizes the importance of collaborative efforts.

Pengaruh Musik Klasik Terhadap Kecemasan Matematika dan Dampaknya Pada Prestasi Belajar Matematika Peserta Didik Kelas XB SMK Negeri 2 Kasihan Bantul (SMM)

This research aims to find out how classical music influences the level of mathematics anxiety of class XB students at SMK Negeri 2 Kasihan Bantul. Second, what is the impact of classical music on the mathematics learning achievement of class XB students at SMK Negeri 2 Kasihan Bantul. The research subjects were class XB students at SMK Negeri 2 Kasihan Bantul with a total of 17 students. The type of research used is quantitative research supported by a qualitative approach. The research instruments used in the research were questionnaires, ability tests, and observations. The data obtained was analyzed quantitatively and qualitatively. The results of the research show that classical music has an effect on reducing the level of mathematics anxiety of class XB students at SMK Negeri 2 Kasihan Bantul. Then classical music had an impact on improving the mathematics learning achievement of class XB students at SMK Negeri 2 Kasihan Bantul.

Mathematics self-concept and response pattern in higher education examinations: differences between genders

The study examined how mathematics self-concept, mathematics anxiety and endorsement of mathematics gender stereotypes may impact female students’ response pattern in multiple-choice examinations in courses with mathematical content. Questionnaires measuring these three variables were completed by 435 undergraduates (327 enrolled in a non-mathematical course and 108 in a course with mathematical content). Achievement was measured via multiple-choice examinations, thus allowing us to analyse students’ response patterns (i.e. not only their mark but also the number of hits, errors and unanswered questions). In females, a poorer mathematics self-concept and higher levels of mathematics anxiety (compared with male classmates) did not impact negatively on their final mark in the course with mathematical content. However, the response pattern in this course differed according to gender and mathematics self-concept: a poorer mathematics self-concept was associated with a higher number of unanswered questions in women and a tendency toward a greater number of errors in men. This suggests that a poorer mathematics self-concept leads women to be more cautious during multiple-choice examinations so as to minimise mistakes, whereas in males it tends to be associated with a risk-taking response strategy. These results raise further concerns about the use of multiple-choice examinations, particularly for assessing mathematical knowledge in students with low mathematics self-concept.

Assessing engineering students’ mathematics self-efficacy and mathematics anxiety levels in Latino contexts

Assessing engineering students’ mathematics self-efficacy and mathematics anxiety levels in Latino contexts

Who benefits most from language-responsive learning materials in mathematics? Investigating differential effects in heterogeneous classrooms

Students’ proficiency in the language of instruction is essential for their mathematical learning. Accordingly, language-responsive instruction, which includes adapting teaching material to students’ language needs, is thought to promote mathematical learning, particularly for students with lower levels of proficiency in the language of instruction. However, empirical evidence for the effectiveness of this type of instruction in heterogeneous classrooms is scarce, and potential differential effects for learners with different learning prerequisites still need to be studied. The present study examines whether language-responsive instructional materials can promote students’ learning of fractions. We conducted a quasi-experimental intervention study with a pre- and posttest in Grade 7 (N = 211). The students were assigned to one of three instructional conditions: fraction instruction with or without additional language support or to a control group. The results showed that both intervention groups had higher learning gains than the control group. However, students with lower proficiency in the language of instruction benefited more from fraction instruction with additional language support than without it. The opposite was true for students with higher proficiency in the language of instruction. Moreover, learning gains depended on students’ levels of mathematics anxiety. Our study contributes to a more detailed understanding of the effectiveness of language-responsive instruction in heterogeneous classrooms.

The Effect of Using Web 2.0 Tools on Smart Boards on Primary School Students' Mathematics Lesson Achievement, Anxiety, and Attitudes towards Smart Boards

The purpose of this research is to examine the effects of web 2.0 tools on primary school first-grade students' mathematics lesson achievement, anxiety and attitudes towards the smart board. In the research, the quasi-experimental design with pretest-posttest control group was preferred. In this direction, the study was conducted with 25 students in the control group and 26 students in the experimental group for five weeks. Mathematics lessons were taught with smart boards and course materials in the control group and with web 2.0 tools and course materials on the smart board in the experimental group. Mathematics achievement test, smart board attitude survey and math anxiety scale were used as data collection tools. While analyzing the data, dependent and independent groups t-test analyses were used to compare the pre-test and post-test averages of the experimental and control groups. According to the results, there were significant differences in favor of the experimental group in the post-tests. It has been concluded that using web 2.0 tools for mathematics lessons has led to significant changes in the increase of students' achievement in mathematics lessons, the development of their attitudes towards the smart board, and the decrease of their mathematics anxiety level. The results are discussed in detail, and suggestions for practitioners and researchers are provided.

Diverse Students’ Mathematical Wellbeing

Supporting student wellbeing in schools is increasingly becoming a global priority. However, research and initiatives primarily focus on general wellbeing rather than subject-specific experiences. Given the pervasive levels of mathematics anxiety, negative attitudes, and disengagement in mathematics education, we argue for a more contextualised wellbeing approach. We define ‘mathematical wellbeing’ (MWB) as the fulfilment of values whilst learning mathematics accompanied by positive feelings (e.g., enjoyment) and functioning (e.g., engagement) in the discipline. We report on 3073 New Zealand Year Three to Eight students’ responses to a survey measuring their fulfilment of seven MWB values: accomplishments, cognitions, engagement, meaning, perseverance, positive emotions, and relationships. Students’ MWB was highest for relationships and perseverance and lowest for engagement and positive emotions; MWB declined from Years Three to Eight; females often rated higher MWB than males; school sociodemographic status was mostly not significant, whilst engagement and positive emotions differed across ethnicities. Research implications include understanding target areas to improve diverse students’ experiences and wellbeing in mathematics education.

AN INVESTIGATION INTO THE RELATIONSHIPS BETWEEN 8TH-GRADE STUDENTS' MATHEMATICS SELF-EFFICACY PERCEPTIONS AND THEIR MOTIVATION AND ANXIETY LEVELS

This study seeks to examine the relationships between 8th-grade students' mathematics self-efficacy perceptions and their motivation and anxiety levels. The correlational survey model was used in the study. The population of the study consists of 9811 8th-grade students studying at 64 public schools in Batman province in the 2020-2021 academic year. The sample consists of 550 students from 10 secondary schools selected via the random method among 9811 students. Personal Information Form, Mathematics Self-Efficacy Scale, Motivation Scale for Mathematics Lessons, and Mathematics Anxiety Scale were used as data collection tools. Independent samples t-test, one-way analysis of variance (ANOVA), and Pearson product-moment correlation analysis were used to analyze the data. The relationship between mathematics self-efficacy perception, mathematics lesson motivation, and mathematics anxiety was calculated by path analysis. As a result, a positive and moderately significant relationship was found between students' mathematics self-efficacy perceptions and their motivation for mathematics lessons while a negative and moderately significant relationship was found between mathematics self-efficacy perceptions and mathematics anxiety. It was also determined that there was a negative and moderately significant relationship between students' motivation for mathematics lessons and their mathematics anxiety. The Path analysis revealed that as 8th-grade students' mathematics self-efficacy perceptions increase, their motivation for mathematics lessons increases, and their mathematics anxiety levels decrease.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0808/a.php" alt="Hit counter" /></p>

Analysis of Elementary School Students' Mathematical Anxiety Levels

The aim of this research is to measure students' anxiety levels regarding mathematics learning at the elementary school level in the city of Banda Aceh. This research uses a quantitative approach with a survey research type. This research was conducted on all elementary school students in the city of Banda Aceh with a sample of 90 students. The sampling technique used in this research was cluster random sampling. This research data uses a questionnaire. The data obtained is quantitative data which is then analyzed using descriptive analysis techniques. The results of this study show that the level of mathematics anxiety in elementary school students has an average score of 62.58%. The students' highest mathematics anxiety score was 92.18%, which means they fall into the very high anxiety level category. The lowest score achieved for students' mathematics anxiety was in the high category, because the score obtained was 53.12%. Based on the results of this research, we can conclude that the level of mathematics anxiety that occurs in elementary school students in the city of Banda Aceh is in the high level of mathematics anxiety category.

Mathematics anxiety in undergraduate business studies students

Abstract Performance in mathematics can be attributed to factors other than mathematical ability. A growing body of literature examines the significant impact of mathematics anxiety (MA) on mathematical performance and individuals' choices concerning study and career pathways. However, much of the focus has been on science, technology, engineering and mathematics subjects, renowned for their high mathematical content. This study examines the prevalence, characteristics and influence of MA in undergraduate business studies students. In all aspects of business, there is a strong impetus for the adoption of artificial intelligence, data analytics and machine learning, prompting reform of business studies curricula. Hence, this is a critical juncture at which to examine MA within this cohort. We survey undergraduate business studies students using the Mathematics Anxiety Scale-UK as a measure of participants' MA and examine its relevance in business major selection. Gender emerges as a key differentiating factor in levels of MA and the selection of business majors.

Profiles of general, test, and mathematics anxiety in 9- and 12-year-olds: relations to gender and mathematics achievement

AbstractAs international focus increasingly turns to the need to build a future mathematics workforce, research has aimed to better understand the salient individual and contextual factors that influence maths engagement and achievement across development. This study investigates self-reported general anxiety, test anxiety, and maths anxiety in two cohorts of Australian students aged 9–10 years (n = 158) and 12–13 years (n = 115) and associations with maths achievement and gender. Test and maths anxiety were negatively correlated with maths achievement and there were no gender differences in maths achievement. Cross-sectional latent profile analyses established two anxiety profiles in the older cohort (low and high across all anxiety measures) and a more complex five-profile solution for the younger cohort (various combinations of anxiety). Members of profiles with higher levels of test and mathematics anxiety had lower maths achievement, with girls over-represented in these profiles.

Math Anxiety and its Relation to the Success of Mathematical Problems

ath anxiety is widespread problem described as worry and tension while doing mathematics. The aim of research is to determine whether there is a correlation between math anxiety and the performance of elementary school students in solving mathematical problems at the second level. . The theoretical part of the thesis contains information and empirical findings about math anxiety and solving mathematical problems. The research sample was comprised of 138 (46,38 % girls and 53,62 % boys) 9th grade elementary learners from Slovak republic. The data were collected by the questionnaire of our own design comprising: the modified abbreviated math anxiety scale, the state-trait anxiety inventory, and the math test. Quantitative data analysis methods included descriptive statistics and Spearman coefficient as a measurement of correlation between variables. The results have revealed that mathematics anxiety has significant correlation (R = - 0.401; p = 1,09216.10-6, p < 0.01) with the success of mathematical problems and significant correlation (R = 0.608; p = 2,44249.10-15, p < 0.01) with the mathematics achievement. 36,23 % of the participants reported high math anxiety, and a further 18% were at least somewhat affected by it. The results confirm that the mAMAS questionnaire is an appropriate tool for determining the level of mathematical anxiety among pupils in Slovakia.

Membangun Lingkungan Belajar Menyenangkan untuk Mengatasi Kecemasan Matematika dan Meningkatkan Keterlibatan Siswa Kelas I SD Sekolah XYZ Jakarta

This research aims to explore the use of Math Centers as a enjoyable learning environment to address mathematics anxiety and improve engagement in 1st-grade students at XYZ Elementary School. Mathematics plays a crucial role in the elementary education curriculum, contributing significantly to the development of logical understanding and problem-solving skills for students. However, the high level of mathematics anxiety and low student engagement pose challenges in the early learning process. This qualitative research involved one 1st-grade class with 20 students as the research subjects. Data were collected through classroom observations, test results, and interviews with both teachers and students. The findings indicate that 1st-grade students participating in Math Centers exhibit low mathematics anxiety and active engagement in the classroom. Students also tend to enjoy mathematics lessons in the Math Centers setting compared to regular classes. The varied activities provided in Math Centers make mathematics no longer perceived as a dull and intimidating subject. The implementation of Math Centers at XYZ Elementary School will be carried out regularly every Friday to sustain students' interest in mathematics, reduce anxiety, and motivate them to actively participate in the learning process.

Use of Scaffolding Techniques in Mathematical Problem Solving in Students Who Have Mathematics Anxiety

Solving mathematical problems is important in mathematics. This research aims to determine the mathematical problem solving abilities of students who have moderate levels of mathematics anxiety by using scaffolding techniques. This type of research is qualitative with a case study approach. The research subjects were 3 class VIII students at a junior high school in Purworejo, Central Java. The research instruments used included problem-solving ability test questions, mathematics anxiety questionnaires, and interview guides. Data is analyzed by reducing data, presenting data, and drawing conclusions. The results of this study indicate that subjects who have mathematics anxiety are having difficulty determining mathematical models and have difficulty with mathematical calculations. The scaffolding technique provided is level 2 in explaining, reviewing, and restructuring. After getting the scaffolding technique, students with mathematics anxiety are able to solve mathematical problems.