Exploring the Impact of Math Anxiety on Secondary Students' Performance
Abstract
This study investigated the relationship between math anxiety and mathematics performance among secondary school students and evaluated the impact of an intervention program on reducing math anxiety. A total of 200 students from four secondary schools participated in the study. Data collection involved a pre- and post-intervention design, utilizing a Likert-scale questionnaire to assess math anxiety levels and standardized mathematics test scores to measure academic performance. The findings revealed a significant negative correlation (r=−0.45,p<0.01r = -0.45, p < 0.01r=−0.45,p<0.01) between math anxiety and mathematics performance, indicating that students with higher levels of anxiety tended to perform worse in mathematics. Descriptive statistics showed a mean pre-intervention math anxiety score of 59.59 (SD = 9.31), reflecting moderate anxiety levels, and a mean performance score of 68.60 (SD = 14.63), indicating moderate proficiency. Post-intervention, the mean math anxiety score dropped significantly to 50.86 (SD = 9.87), with a paired sample t-test confirming a significant reduction (t=4.23,p<0.001t = 4.23, p < 0.001t=4.23,p<0.001). The intervention program, which included relaxation techniques, mathematics skills workshops, and confidence-building activities, effectively reduced anxiety and improved self-efficacy in mathematics. Performance scores remained consistent, with students achieving an average score indicative of moderate to high proficiency. These findings underscore the detrimental impact ofmath anxiety on academic performance and highlight the efficacy of targeted intervention programs in alleviating anxiety among secondary school students. This study contributes to the growing body of literature by providing actionable insights for educators and policymakers aiming to create supportive learning environments and improve mathematical outcomes. Future research should explore the long-term effects of such interventions and their scalability across diverse educational settings.
Key Words: Math anxiety, student performance, self-efficacy in mathematics.
