The Relationship between Mathematics Anxiety and Mathematical Performance among Undergraduate Students

  • Altanchimeg Zanabazar Department of Management, National University of Mongolia, Mongolia
  • Amartuvshin Deleg Department of Mathematics and Science, Mongolian National University of Education, Mongolia
  • Magsar Ravdan Department of Mathematics and Science, Mongolian National University of Education, Mongolia
  • Enguunmurun Tsogt-erdene Department of Education and Psychology, School of Arts and Sciences, National University of Mongolia, Mongolia

Abstract

Mathematics has become imperative for citizens of the new millennium, as it has become crucial for self-managed life activities. Still, the perception that "mathematics is a difficult subject" hinders students from handling the subject seriously. This type of phobia limits the students’ opportunity to select professions and study in prospective fields to guarantee a smooth career in the future. The purpose of this study was to determine how student mathematics anxiety affects student mathematics achievement. The sample for the survey was selected randomly. We proposed the hypothesis that “the levels of mathematical anxiety have a negative impact on mathematical performance”. Consequently, descriptive, correlation, and regression analyses have been carried out to prove our hypothesis. We used the Mathematics Anxiety Rating Scale questionnaire (A-MARS) developed by Richardson and Suinn (1972) for assessing mathematics anxiety and the General Entrance Exam (GEE) results in mathematics are considered the achievement criteria. The study’s results illustrated the negative linear correlation (r = -0.479, p <0.05) between mathematics anxiety and mathematical performance. In another world, the results show that mathematics anxiety negatively affects students' mathematical performance.

References

Amartuvshin, D. (2016). One Option for Diagnostic Assessment is to Identify Mathematics Anxiety.
Aseidu-Addo, S. K., & Yidana, I. (2004). Mathematics Teacher’s Knowledge of the Subject Content and the Methodology. Mathematics Connection 4(1), 45-51. https://doi.org/10.4314/mc.v4i1.21500
Ashcraft, M. H., & Kirk, E. P. (2001). The Relationships Among Working Memory, Math Anxiety, and Performance. Journal of Experimental Psychology: General, 130(2), 224–237. https://doi.org/10.1037/0096-3445.130.2.224
Ashcraft, M. H., & Moore, A. M. (2009). Mathematics Anxiety and the Affective Drop in Performance. Journal of Psychoeducational Assessment, 27(3), 197–205. https://doi.org/10.1177/0734282908330580
Azhari, B., Yacoeb, M., & Irfan, A. (2020). Learning for Children with Special Needs of Dyscalculia. Jurnal Ilmiah Peuradeun, 8(3), 475-496. https://doi.org/10.26811/peuradeun.v8i3.550
Bahr, D. L., & DeGarcia, L. A. (2008). Elementary Mathematics is anything but Elementary: Content and Methods from a Developmental Perspective. Cengage Learning.
Bekdemir, M. (2010). The Pre-Service Teachers’ Mathematics Anxiety Related to the Depth of Negative Experiences in Mathematics Classrooms while they were Students. Educational Studies in Mathematics, 75(3), 311–328. https://doi.org/10.1007/s 10649-0 10-9260-7
Buckley, S., Reid, K., Goos, M., Lipp, O. V., & Thomson, S. (2016). Understanding and Addressing Mathematics Anxiety using Education, Psychology, and Neuroscience Perspectives. Australian Journal of Education, 60(2), 157–170. https://doi.org/10.1177/0004944116653000
Casty, M. M., Ciriaka, M. G., & Peter, R. (2021). Mathematics Anxiety, Attitude, and Performance Among Secondary School Students in Kenya. Educational Research and Reviews, 16(6), 226-235. https://doi.org/10.5897/ERR2021.4119
Cates, G. L., & Rhymer, K. N. (2003). Examining the Relationship between Mathematics Anxiety and Mathematics Performance: An Instructional Hierarchy Perspective. Journal of Behavioral Education, 12(1), 23–34. https://doi.org/10.1023/A:1022318321416
Caviola, S., Toffalini, E., Giofrè, D., Ruiz, J. M., Szűcs, D., & Mammarella, I. C. (2022). Math Performance and Academic Anxiety Forms, from Sociodemographic to Cognitive Aspects: a Meta-analysis on 906,311 Participants. Educational Psychology Review, 34(1), 1-37. https://doi.org/10.1007/s10648-021-09618-5
Dowker, A., Sarkar, A., & Looi, C. Y. (2016). Mathematics Anxiety: What have we Learned in 60 years? In Frontiers in Psychology (Vol. 7, Issue APR), p. 508. https://doi.org/10.3389/fpsyg.2016.00508
Husen, S., & Mansor, R. (2018). Parents Involvement in Improving Character of Children Through Mathematics Learning. Jurnal Ilmiah Peuradeun, 6(1), 41-50. https://doi.org/10.26811/peuradeun.v6i1.178
Landerl, K. (2019). Neurocognitive Perspective on Numerical Development. In International Handbook of Mathematical Learning Difficulties: From the Laboratory to the Classroom. https://doi.org/10.1007/978-3-319-97148-3_2
Ma, X., & Jiangmin, X. U. (2004). Determining the Causal Ordering between Attitude toward Mathematics and Achievement in Mathematics. American Journal of Education, 110(3), 256-280. https://doi.org/10.1086/383074
Macher, D., Paechter, M., Papousek, I., & Ruggeri, K. (2012). Statistics Anxiety, Trait Anxiety, Learning Behavior, and Academic Performance. European Journal of Psychology of Education, 27(4), 483-498. https://doi.org/10.1007/s10212-011-0090-5
Miller, H., & Bichsel, J. (2004). Anxiety, Working Memory, Gender, and Math Performance. Personality and Individual Differences, 37(3), 591–606. https://doi.org/10.1016/j.paid.2003.09.029
Núñez-Peña, M. I., Suárez-Pellicioni, M., & Bono, R. (2013). Effects of Math Anxiety on Student Success in Higher Education. International Journal of Educational Research, 58, 36-43. https://doi.org/10.1016/j.ijer.2012.12.004
Palacios, A., Hidalgo, S., Maroto, A., & Ortega, T. (2013). Causes and Consequences of Mathematics Anxiety. A Structural Equation Mode. Ensenanza de Las Ciencias, 31(2), 93-111. https://doi.org/10.5565/rev/ec/v31n2.891
Plaisance, D. V. (2009). A Teachers' Quick Guide to Understanding Mathematics Anxiety. Lousiana Association of Teachers of Mathematics Journal, 6(1), 1-8.
Ramirez, G., Shaw, S. T., & Maloney, E. A. (2018). Math Anxiety: Past Research, Promising Interventions, and a New Interpretation Framework. Educational Psychologist, 53(3), 145–164. https://doi.org/10.1080/00461520.2018.1447384
Richardson, F. C., & Suinn, R. M. (1972). The Mathematics Anxiety Rating Scale: Psychometric Data. Journal of Counseling Psychology, 19(6), 551–554. https://doi.org/10.1037/h0033456
Shaikh, S. N. (2013). Mathematics Anxiety Factors and Their Influence on Performance in Mathematics in Selected International Schools in Bangkok. Journal of Education and Vocational Research, 4(3), 77-85. https://doi.org/10.22610/jevr.v4i3.103
Syokwaa, K. A., Aloka, P. J. O., & Ndunge, N. F. (2014). The Relationship between Anxiety Levels and Academic Achievement among Students in Selected Secondary Schools in Lang’ata District, Kenya. Journal of Educational and Social Research, 4(3), 403–413. https://doi.org/10.5901/jesr.2014.v4n3p403
Villamizar Acevedo, G., Araujo Arenas, T. Y., & Trujillo Calderón, W. J. (2020). Relationship between Mathematical Anxiety and Academic Performance in Mathematics in High School Students. Ciencias Psicológicas, 14(June), 1–13.
Published
2023-01-30
How to Cite
ZANABAZAR, Altanchimeg et al. The Relationship between Mathematics Anxiety and Mathematical Performance among Undergraduate Students. Jurnal Ilmiah Peuradeun, [S.l.], v. 11, n. 1, p. 309-322, jan. 2023. ISSN 2443-2067. Available at: <https://journal.scadindependent.org/index.php/jipeuradeun/article/view/780>. Date accessed: 08 feb. 2025. doi: https://doi.org/10.26811/peuradeun.v11i1.780.