Exploring the Relationships between Mathematics Anxiety, Self-Confidence, and Mathematics Achievement in Higher Secondary Education

Abstract

Mathematics anxiety has been recognized as a common psychological issue that affects both students’ understanding of mathematics and their academic performance in mathematics. The primary aim of this study was to see the extent to which the mathematics anxiety and self-confidence in mathematics that was associated with higher secondary school students would influence their performance in mathematics exams. The sample was taken from Madurai and Sivaganga districts of Tamil Nadu and included 300 higher secondary school pupils in 12th grade. Students were surveyed using a standardized questionnaire to examine mathematics anxiety and self-confidence. Mathematics students' performance on examinations was determined by examination scores. The collected data yielded such information that was statistically analysed through mean, standard deviation, correlation, and multiple regression analysis using SPSS software. Further, the study showed mathematics anxiety had a significantly negative correlation with academic performance. It was evident that the relationship between mathematics anxiety and self-confidence had a strong effect on mathematics performance, according to the regression analysis. For this reason, it was suggested that it is necessary to alleviate mathematics anxiety, to improve the self-confidence of the students and, in return, improve their mathematics performance. Education systems and educators should be equipped to use certain teaching strategies in teaching practices that help lower students’ anxiety, so that they find the pupils can have better perspectives to learning about mathematics.