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ERIC Number: EJ1283672
Record Type: Journal
Publication Date: 2021
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1927-5250
EISSN: N/A
Understanding the Relationship between Students' Mathematics Anxiety Levels and Mathematics Performances at the Foundation Level
Siaw, Emmerline Shelda; Shim, George Tan Geok; Azizan, Farah Liyana; Shaipullah, Norhunaini Mohd
Journal of Education and Learning, v10 n1 p47-54 2021
For many students, mathematics is regarded as a challenging subject to learn and master in class. One of the significant factors contributing to the students' difficulties in learning mathematics is caused by a phenomenon called mathematics anxiety. Mathematics anxiety is a feeling of unease and anxiety toward mathematics and it can be different from person-to-person. Understanding the effects of mathematics anxiety levels on students' mathematics performances in class can be the key to help students' mastery of mathematics. The aim of the study is to investigate the relationship between mathematics anxiety levels and students' mathematics performances at the foundation level. A sample of 545 students from a local foundation centre was chosen for this study. Data collection via questionnaire was used where quantitative data were analysed using correlation, t-test, and descriptive analyses. The results showed that there was a weak positive correlation between students' anxiety levels and the students' mathematics performance in their final examination. Recommendations and future potential for this study were further discussed in this paper.
Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Malaysia
Grant or Contract Numbers: N/A