Understanding the Relationship between Students' Mathematics Anxiety Levels and Mathematics Performances at the Foundation Level

Autor/inn/en	Siaw, Emmerline Shelda; Shim, George Tan Geok; Azizan, Farah Liyana; Shaipullah, Norhunaini Mohd
Titel	Understanding the Relationship between Students' Mathematics Anxiety Levels and Mathematics Performances at the Foundation Level
Quelle	In: Journal of Education and Learning, 10 (2021) 1, S.47-54 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Correlation; Mathematics Anxiety; Mathematics Achievement; Performance Factors; Learning Strategies; Student Behavior; Student Characteristics; Introductory Courses; Secondary Education; Postsecondary Education; Foreign Countries; Malaysia + Suchen Sie Ihr Suchwort? Korrelation; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leistungsindikator; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Student behaviour; Schülerverhalten; Einführungskurs; Sekundarbereich; Post-secondary education; Tertiäre Bildung; Ausland
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01