Vol.13, No.1, February 2024.                                                                                                                                                                               ISSN: 2217-8309

                                                                                                                                                                                                                        eISSN: 2217-8333

TEM Journal

TECHNOLOGY, EDUCATION, MANAGEMENT, INFORMATICS

Association for Information Communication Technology Education and Science

Math Anxiety and its Relation to the Success of Mathematical Problems

Valéria Švecová

© 2024 Valéria Švecová, published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License. (CC BY-NC-ND 4.0)

Citation Information: TEM Journal. Volume 13, Issue 1, Pages 207-212, ISSN 2217-8309, DOI: 10.18421/TEM131-21, February 2024.

Received: 08 August 2023.

Revised:   09 December 2023.
Accepted: 15 December 2023.
Published: 27 February 2024.

Abstract:

Math 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.

Keywords –Math anxiety, elementary school, student performance, mathematical problems.

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