Mathematics Anxiety, Mathematics Performance and Overall Academic Performance in High School Students

Karimi, Ayatollah; Venkatesan, S.

doi:10.1177/0258042x0903400406

Cited by 16 publications

(9 citation statements)

References 7 publications

(2 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This may be that subjects such as geometry in mathematics get more challenging for female students than male students, and as they progress to the next level, the female students either repeat or stop schooling due to failure in mathematics due to fear for geometry. This finding is with the findings of Karimi and Venkatesan (2017). They found out that geometry anxiety has a negative correlation with gender performance in mathematics.…”

Section: Discussionsupporting

confidence: 90%

Factors Influencing Students’ Perceived Difficulties in Studying Geometry: A Case of Konogo-Odumasi, Ghana

Aboagye¹,

Ke²,

Mante³

2021

JSS

View full text Add to dashboard Cite

The study of geometry is so important because it is associated with more academic and career opportunities and, at the same time, acts as one of the critical filters for entry into higher education programs and even in the world of work. The purpose of the study was to investigate the factors influencing the perceived difficulties of studying geometry in Konongo Odumasi Municipal area in the Asante Akim Central Municipal. The study adopted a descriptive survey design and also collected data through the use of a questionnaire. The study used the stratified sampling technique to select a sample of 150 students. The study found that parents' education level and environmental factors around the classroom were significant factors influencing perceived difficulties of geometry. The study concluded that parents' educational level and environmental factors are good predictors of perceived difficulties in geometry, and also gender is a good factor in predicting the level of perceived difficulties of geometry among students in the classroom. It is recommended that teachers and education institutions ensure a sound environment that promotes geometry with ease without any difficulty. Parental guidance should also be encouraged to create an atmosphere where wards would not have to look down upon parental educational level and be discouraged from asking for help in geometry.

show abstract

Section: Discussionsupporting

confidence: 90%

Factors Influencing Students’ Perceived Difficulties in Studying Geometry: A Case of Konogo-Odumasi, Ghana

Aboagye¹,

Ke²,

Mante³

2021

JSS

View full text Add to dashboard Cite

show abstract

“…The result of the study supported Seng's (2015) study, which also showed that there was a positive relationship between mathematics anxiety and numerical anxiety on students' mathematical performances. However, the result of the study contradicted Kangar et al (2010) and Karimi and Venkatesh (2010), where both studies showed a negative relationship between mathematics anxiety and mathematics performance.…”

Section: Discussion and Limitationscontrasting

confidence: 65%

“…Mathematics anxiety occurs within all levels of education and continues to rise as the year progresses (Yurtcu & Dogan, 2003). The level of mathematics anxiety in students can also be an honest indicator of students' academic success (Karimi & Venkatesh, 2010). A study by Sheffield and Hunt (2006) found that students with high mathematics anxiety levels generally performed low in their mathematics assessments.…”

Section: Introductionmentioning

confidence: 99%

Understanding the Relationship Between Students’ Mathematics Anxiety Levels and Mathematics Performances at the Foundation Level

Siaw¹,

Shim²,

Azizan³

et al. 2020

JEL

View full text Add to dashboard Cite

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.

show abstract

“…Mathematics Anxiety Rating Scale-India (MARS-I): This questionnaire was developed by Karimi (2008); and contains 31 items of situations which causes mathematics anxiety. It has two subscales -Math test Anxiety with 15 items and Numerical tasks with 16 items .Each item of this scale was rated on a five -point scale rating , from very much anxious -5 to not at all anxious-1) .…”

Section: Tools and Materialsmentioning

confidence: 99%

Mathematics Anxiety, Mathematics Performance and Academic Hardiness in High School Students

Karimi

Venkatesan

2009

International Journal of Educational Sciences

Self Cite

View full text Add to dashboard Cite

The paper has shown the relationship between Mathematics anxiety, Mathematics performance and Academic hardiness in high school students. The sample comprised 284 (144 males and 140 females) 10 th grade high school students from Karnataka state. Pearson correlation analysis and two independent samples T-test are used to analyze the data. The results have revealed that mathematics anxiety has significant negative correlation with mathematics performance but no significant correlation is detected with academic hardiness. It is also found that the gender differences in mathematics anxiety are significant, whereas no significant differences are detected between boys and girls in mathematics performance and academic hardiness. This study has established the fact that the performance of students in mathematics can be perceived by mathematics anxiety and females scored slightly higher on this variable but this relation has not observed with academic hardiness.

show abstract

Mathematics Anxiety, Mathematics Performance and Overall Academic Performance in High School Students

Cited by 16 publications

References 7 publications

Factors Influencing Students’ Perceived Difficulties in Studying Geometry: A Case of Konogo-Odumasi, Ghana

Factors Influencing Students’ Perceived Difficulties in Studying Geometry: A Case of Konogo-Odumasi, Ghana

Understanding the Relationship Between Students’ Mathematics Anxiety Levels and Mathematics Performances at the Foundation Level

Mathematics Anxiety, Mathematics Performance and Academic Hardiness in High School Students

Contact Info

Product

Resources

About