Overcoming Mathematics Content Anxiety and Strategies for Improvement

students academic performance

Bittu Elssa Thomas
B.Ed. student (Mathematics)
Mount Carmel College of Teacher Education for Women, Kottayam
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Abstract
Mathematics anxiety is a significant challenge affecting students' confidence, problem-solving
abilities, and overall academic performance. This study examines the relationship between
mathematics anxiety and student achievement, focusing on specific content areas that contribute
to anxiety. A survey was conducted among 30 eighth-grade students from various schools in
Kottayam using a structured questionnaire. The questionnaire included 10 Yes/No questions to
assess anxiety levels and 10 multiple-choice questions to evaluate performance. The findings
indicate that algebra and arithmetic are the most anxiety-inducing topics, particularly in solving
equations, simplifying expressions, and performing percentage conversions. In contrast, geometry
caused relatively less anxiety among students. The study highlights the need for targeted
interventions, such as interactive teaching methods, structured practice, and a supportive learning
environment, to reduce mathematics anxiety and improve student outcomes. Addressing these
challenges can help students build a stronger mathematical foundation, leading to enhanced
academic performance and greater confidence in their mathematical abilities.
Keywords: Mathematics Content Anxiety, Academic Performance, Arithmetic , Algebra,
Geometry

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Introduction
Mathematics is often regarded as a challenging subject by students across different educational
levels. While some students excel in mathematical problem-solving, others experience anxiety and
fear when dealing with mathematical concepts. This phenomenon, known as mathematics content
anxiety. Such anxiety can significantly impact students’ confidence, interest, and overall academic
performance in the subject.
Mathematics content anxiety may stem from various factors, including cognitive factors like
negative self-beliefs about mathematical ability, fear of failure, perceived inability to cope with
math challenges, as well as environmental factors like teaching methods, parental attitudes,
classroom pressure, and negative past experiences with mathematics; emotional factors like stress,
frustration etc. When students struggle with anxiety, their ability to comprehend mathematical
concepts, solve problems, and perform well in assessments can be negatively affected. This, in
turn, may lead to poor academic performance and a lack of motivation to pursue mathematics-
related fields.

Understanding the causes and consequences of mathematics content anxiety is crucial in

addressing its impact on students’ learning. By identifying strategies to reduce anxiety—such as
adopting interactive teaching methods, providing emotional support, and encouraging a positive
mindset-educators can help students develop a stronger foundation in mathematics and improve
their academic success.

This study aims to explore the relationship between mathematics content anxiety and students'
academic performance, analyze contributing factors, role of teachers, parents and peers in
addressing mathematics anxiety and suggest effective ways to minimize its impact.

Review of Related Literatures

Essuman et al (2021) conducted a study on "Impact of Mathematics Anxiety on the Academic
Performance of Junior High School Pupils in the Bongo District of Ghana." This study aimed to
explore the impact of mathematics anxiety on the academic performance of junior high school
pupils in the Bongo district of Ghana. In this study, 492 pupils in the Bongo District of the Upper
East Region of Ghana were sampled. Using a questionnaire to gather data for the study, descriptive
statistics such as frequency, percentage, mean, and standard deviation, as well as inferential
statistics such as the independent samples t-test, one-way between-groups analysis of variance
(ANOVA), and Pearson Moment Correlation, were used for analysis. Findings from the study
identified that mathematics anxiety negatively affects the mathematics performance of pupils.
Karimi and Venkatesan (2009) conducted a study to examine the relationship between
mathematics anxiety, mathematics performance, and academic hardiness among high school
students. The study included a sample of 284 10th-grade students (144 males and 140 females)
from Karnataka state. Pearson correlation analysis and independent samples t-test were used for
data analysis. The findings revealed a significant negative correlation between mathematics
anxiety and mathematics performance, indicating that students with higher anxiety levels tended
to perform poorly in mathematics.

Salahot (2022) conducted a study on the effects of mathematics anxiety on mathematics

performance among secondary school students in Tanzania, focusing on Arusha City Council. The
study aimed to investigate whether mathematics anxiety significantly affects students'
performance. A sample of 396 students from six secondary schools was selected for the study. Data
was collected using structured questionnaires with closed-ended questions, and students’
mathematics terminal examination marks were analyzed. Descriptive statistics (percentages and
mean) and inferential statistics (correlation and multiple regression analysis) were used for
analysis. The findings revealed a significant effect of mathematics anxiety on mathematics
performance at a 0.05 level of significance (P-Value = 0.002).

Hamid et al. (2013) conducted a cross-sectional field survey to examine the roles of mathematics
anxiety, self-esteem, proactive coping, and test stress in mathematics achievement among Brunei
secondary school students. The study involved 204 randomly selected students from Year 8 to Year
10, with 151 females. The findings revealed that negative dimensions of mathematics anxiety, self-
esteem, and proactive coping correlated negatively with mathematics achievement, making them
barriers to success in mathematics.

Acevedo et al. (2020) conducted a correlational study to analyze the relationship between
mathematical anxiety and academic performance in mathematics among secondary school
students. The study involved 127 students (68 girls and 59 boys) with an average age of 14.34
years. The Fennema-Sherman Mathematical Anxiety Scale, with a confidence level of .88, was
used to assess anxiety levels. The results revealed that mathematical anxiety and academic
performance in mathematics are inversely related—higher anxiety leads to lower performance.

Need and significance

Mathematics anxiety is a significant barrier to students' academic success, affecting their
confidence, problem-solving abilities, and overall performance. Understanding the specific
content areas that contribute to this anxiety-such as algebra, arithmetic, and geometry-can help
educators develop targeted interventions to enhance learning outcomes. This study is essential as
it highlights the areas where students struggle the most, enabling the implementation of effective
teaching strategies. By addressing mathematics content anxiety, educators can foster a positive
learning environment, improve students’ mathematical proficiency, and boost their overall
academic performance. Furthermore, reducing math anxiety can help students develop critical
thinking and analytical skills that are essential for success in higher education and future careers.

Title of the study

‘Overcoming Mathematics Content Anxiety: Understanding Its Impact on Student Academic
Performance and Strategies for Improvement’

Objectives

• To identify the particular contents of secondary school mathematics that leads to

mathematics anxiety among students.
• To analyze how mathematics content anxiety affects student’s academic performance.
• To suggest measures to reduce mathematics content anxiety.

Methodology
 The study adopted survey method to investigate mathematics content anxiety among eighth-
grade students, with a focus on specific mathematical concepts that cause anxiety and their
impact on student’s academic performance.A structured questionnaire was utilized for data
collection . The questionnaire was divided into two sections: the first, consist of 10 Yes or No
questions designed to identify the specific mathematics concepts that cause mathematics anxiety
among students at secondary school level, and the second section consist of 10 multiple-choice
questions to investigate how this mathematics anxiety affects their academic performance.
The sample size of the survey is 30, and sample was selected from various schools in Kottayam.
The investigator administered the questionnaire to the sample using a google form
https://forms.gle/99qW6eE7HEigCNiM7 Screenshot of the google form is given in appendix 1 .
The collected data were scored.

Analysis and interpretation

The scored data were analyzed and the itemize results, pictorial representation of response to
each question are given in tables.
I . To identify specific content area that causes mathematics anxiety
Table1
Pictorial representation of responses of each question.

Question Pie chart

1. Do you generally feel anxious when

you have to do math?

2. Do you worry about making mistakes

with basic calculations (addition,
subtraction, multiplication, division)?
 Does thinking about fractions,
3. decimals, and percentages make you
uneasy?

4. Do you get nervous when you see word

problems involving arithmetic?

5. Do you get anxious when you have to

solve for "x" or other unknowns?
 Do you avoid practicing algebra
6. problems because they seem too
difficult?

7. Do you feel overwhelmed when you see

equations with many terms?

8. Do you feel anxious when you have to

visualize geometric shapes and figures?

Do you able to identify the properties of

9. different shapes?
10. Does the thought of using geometric
tools (compass, protractor) make you
anxious?

Mathematics anxiety is a common issue among students, Table-1 indicates that about 60% of
students reporting general anxiety when dealing with math-related tasks. This suggests that while
a significant number of students struggle with math, 40% remain unaffected, highlighting
individual differences in confidence and skill levels.

Among specific content areas, Arithmetic poses a major challenge, with 56.7% of students
worrying about making mistakes in basic operations and an equal percentage feeling uneasy with
fractions, decimals, and percentages. Additionally, 66.7% of students experience anxiety when
solving word problems, indicating difficulties in applying mathematical concepts to real-life
scenarios.

Algebra is another major source of anxiety, particularly when dealing with unknowns, complex
equations, and problem-solving strategies. A significant 66.7% of students feel anxious when
solving for variables like "x," and an equal percentage avoid practicing algebra problems due to
perceived difficulty. Additionally, more than half of the students (53.3%) feel overwhelmed when
encountering equations with multiple terms, suggesting that algebraic reasoning requires stronger
conceptual foundations and structured learning approaches. These findings emphasize the need for
clear explanations, step-by-step practice, and interactive problem-solving exercises to help
students build confidence in algebra.

In contrast, Geometry-related anxiety appears to be less severe but still affects a notable
proportion of students. Around 43.3% of students struggle with visualizing geometric shapes,
identifying their properties, and using tools like compasses and protractors. This suggests that
spatial reasoning and hands-on skills play a crucial role in students' confidence with geometry.

II. Impact of mathematics content anxiety on student’s academic performance

Table2
Pictorial representation of results of student’s academic performance
Q Question Bar graph
no.
1. Which of the
following is
equivalent to 25%?

2. Simplify the
expression:
4a + 2b - a + 3b

3. Solve for x:
2x - 7
=3

4. Which of the
following is equal to
3³?
5. Two triangles are
similar if:

6. What is the area of a

rectangle with a
length of 8 cm and a
width of 5 cm?

7. Identify the graph

8. Which tool is used to

measure angles?
 A car travels 150 km
9. in 3 hours. What is its
average speed?

Solve for y:
3(y - 2)
10. + 1 = 10

The results from Table 2 highlight varying levels of student proficiency across different
mathematical concepts. While 60% of students correctly identified 0.25 as equivalent to 25%, 40%
struggled with percentage-to-decimal conversions, indicating a need for reinforcement through
visual aids and practice exercises. Similarly, only 53.3% of students simplified the algebraic
expression 4a + 2b - a + 3b correctly, while 46.7% selected incorrect options, with 30% mistakenly
choosing 5a+5b5a + 5b, suggesting confusion in combining like terms. Additionally, 70% of
students correctly answered that 33 = 27, while 30% selected incorrect options, showing gaps in
exponentiation concepts. In geometry, only 40% of students correctly answered the question on
similar triangles, highlighting confusion between similarity and congruence, while 86.7%
successfully calculated the area of a rectangle.

Students showed better performance in graphical interpretation and geometric tool identification,
with 80% correctly recognizing a bar graph, though some confused it with a histogram, and 86.7%
correctly identifying a protractor as the tool used to measure angles. However, challenges persisted
in applied mathematics, as only 56.7% of students correctly applied the formula for average speed.
Algebraic problem-solving also posed difficulties, with just 53.3% successfully solving the
equation 2x−7=32x - 7 = 3. These results suggest that while students demonstrate competence in
some areas, targeted intervention is necessary in percentage conversions, algebraic reasoning, and
conceptual understanding of geometry to enhance overall mathematical proficiency.

Suggestive Measures to Reduce Mathematics Content Anxiety

The negative impact of mathematics anxiety on academic performance underscores the need for
effective intervention strategies.

• Educators can implement strategies such as visual aids, real-life applications, and step-by-
step instructional approaches to improve conceptual clarity.
• Encouraging hands-on learning through interactive geometry tools, real-world percentage
calculations, and guided algebra practice can help students build confidence.
• Providing structured practice, fostering peer learning, and creating a supportive
environment where mistakes are viewed as learning opportunities can further alleviate
anxiety.

By addressing these challenges, students can develop a stronger mathematical foundation, leading
to improved performance and reduced anxiety.

Findings
Students experience varying levels of difficulty across different mathematical content areas, which
directly impacts their academic performance. Algebra emerged as the most challenging area, with
many students struggling to simplify expressions, solve for unknown variables, and work with
equations. Errors in combining like terms and solving algebraic equations indicate gaps in
conceptual understanding and procedural fluency. Arithmetic also posed difficulties, particularly
in percentage-to-decimal conversions and exponentiation, affecting student’s ability to perform
fundamental calculations. In contrast, geometry appeared to be easier for most students, as they
performed well in calculating the area of a rectangle and identifying a bar graph, though some
confused it with a histogram. Difficulties in identifying similar triangles suggest some confusion
between similarity and congruence. Applied mathematical concepts, such as calculating average
speed, also posed challenges, indicating a struggle with problem-solving in real-life contexts.

Conclusion
The findings highlight that algebra and arithmetic are the most challenging areas for students,
whereas geometry is relatively easier. Conceptual misunderstandings, procedural errors, and
struggles with real-life applications of mathematics contribute to performance gaps. Addressing
these difficulties through targeted interventions, such as strengthening conceptual foundations,
promoting problem-solving skills, and integrating real-world applications, can enhance students’
mathematical understanding and overall academic performance.

References
• Karimi, A., & Venkatesan, A. (2009). Mathematics Anxiety, Mathematics Performance and
Academic Hardiness in High School Students. International Journal of Educational
Science, 1(1): 33-37.
• Hamid, M. H. S., Shahrill, M., Matzin, R., Mahalle, S., & Mundia, L. (2013). Barriers to
Mathematics Achievement in Brunei Secondary School Students: Insights into the Roles
 of Mathematics Anxiety, Self-Esteem, Proactive Coping, and Test Stress. International
Education Studies, 6(11), 1-14.
• Salahot, E.S.(2022).The Effects of Mathematics Anxiety on Mathematics Performance
Among Secondary School Students in Tanzania: A Case Of Arusha City Council.
International Journal of Scientific Research and Management,10(12)
• Eussman, S.A, Nyarko, J, & Frimpong, K.(2022) Impact of Mathematics Anxiety on the
Academic Performance of Junior High School Pupils in the Bongo District of Ghana
.International Journal of Social Sciences and Humanities Inventions,8(9)
• Acevedo,G.V, Arenas,T.Y.A.A,&Calderon,W.J.T.C.(2020). Relationship Between
Mathematical Anxiety and Academic Performance In Mathematics In High School
Students. Ciencias Psicologicas. 14(1)