ISSN: 2222-6990
Open access
Malaysia does not want to fall behind other developing nations in the field of STEM (Science, Technology, Engineering, and Mathematics). However, some students avoid science courses or jobs that require mathematics because they have a phobia of the subject. The purpose of this study is to identify mathematics anxiety levels and their relationships with mathematics achievement in form four students. A total of 56 form four students from Sepang district schools were chosen at random to participate in the survey. In this quantitative study, the Mathematics Anxiety Scale-UK (MAS-UK) was used as a questionnaire tool to assess the level of mathematics anxiety and its relationship with students' mathematical achievement. The mean score value was used for descriptive analysis and the Pearson Correlation test was used for inferential analysis. According to the study's results, mathematics anxiety among form four students is moderate. The study also discovered a tenuous link between students' mathematics achievement and their level of mathematics anxiety. Therefore, to be able to take the necessary action to address this problem, teachers and schools must pay special attention to overcome the concerns about mathematics.
Adam, N. A., & Halim, L. (2019). Cabaran pengintegrasian pendidikan STEM dalam kurikulum Malaysia. Seminar Wacana Pendidikan, September, 1–10.
Al-Shannaq, M. M., & Leppayirta, J. (2020). Comparing math anxiety of scientific facilities students as related to achievement, and some variables. International Journal of Instruction, 13(1), 341-352. https://doi.org/10.29333/iji.2020.13123a
Aripin, F. (2020). Mathematics anxiety, self-concept, learning environment, and algebra achievement among students of higher education institutions [Kebimbangan matematik, konsep kendiri, persekitaran pembelajaran, dan pencapaian algebra dalam kalangan pelajar institusi pengajian tinggi]. (Master Thesis). Universiti Kebangsaan Malaysia. Retrived from hhttp://myto.upm.edu.my/find/Record/ukm.b16811847
Shishigu, A. (2018). Mathematics anxiety and prevention strategy: an attempt to support students and strengthen mathematics education. Mathematics Education Trends and Research 2018, No.1, 1-11
Azizah, L. N., Mahmudi, A., & Retnawati, H. (2019). Profile of students’ mathematics anxiety. Journal of Physics: Conf. Series 1320 012105.
Peng, C. C., & Rosli, R. (2021). Kebimbangan Matematik dan Hubungannya dengan Pencapaian Pelajar Tingkatan Satu. Malaysian Journal of Social Sciences and Humanities (MJSSH), 6(3), 30 - 40. https://doi.org/10.47405/mjssh.v6i3.679
Chua, Y. P. (2014b). Kaedah penyelidikan. (3rd ed.). Malaysia: McGraw-Hill Education (Malaysia) Sdn. Bhd.
Deringol, Y. (2018). Primary school students’ mathematics motivation and anxieties. Cypriot Journal of Educational Sciences, 13(4), 537-548.
Hasrin, N., & Maat, S. M. (2022). Kebimbangan dan Kepercayaan Matematik Serta Hubungan dengan Pembelajaran Matematik. Malaysian Journal of Social Sciences and Humanities (MJSSH), 7(4), e001437. https://doi.org/10.47405/mjssh.v7i4.1437
Hui, E., & Rosli, R. (2021). Kebimbangan dan Efikasi Kendiri Terhadap Pembelajaran Matematik dalam kalangan Pelajar Tingkatan Empat. Malaysian Journal of Social Sciences and Humanities (MJSSH), 6(3), 41 - 53. https://doi.org/10.47405/mjssh.v6i3.690
Hunt, W. C., & Zakaria, E.. (2018). Hubungan antara kebimbangan matematik dan pencapaian matematik murid sekolah rendah. Prosiding Seminar Kebangsaan Majlis Dekan Pendidikan Universiti Awam 2018, hlm. 197-207.
Husain, K. (2018). Kebimbangan matematik dengan pencapaian matematik dan faktor demografi dalam kalangan pelajar matrikulasi. Jurnal Penyelidikan Dedikasi. 14, 81-111.
Idris, N. (2010). Penyelidikan dalam pendidikan. McGraw Hill Education.
Juniati, D., & Budayasa, I. K. (2020). Working memory capacity and mathematics anxiety of mathematics students and its effect on mathematics achievement. Journal for the Education of Gifted Young Scientists, 8(1), 279-291.
Krejcie, R., Morgan, V., & W., D. (1970). Determining sample size for research activities, educational and psychological measurement. International Journal of Employment Studies, 18(1), 89–123.
among high school students in vietnam: a crosssectional study. Front. Educ. 6:742130. doi: 10.3389/feduc.2021.742130
Mutlu, Y. (2019). Math anxiety in students with and without math learning difficulties. International Electronic Journal of Elementary Education, 11(5): 471-475.
Hasrin, N., & Maat, S. M. (2022). Kebimbangan dan kepercayaan matematik serta hubungan dengan pembelajaran matematik. Malaysian Journal of Social Sciences and Humanities (MJSSH), 7(4), e001437. https://doi.org/10.47405/mjssh.v7i4.1437
OECD. (2013). Mathematics self-beliefs and participation in mathematics-related activities. ready to learn: students’ engagement, drive and self-beliefs, 3(4), 79-104.
Prodromou, T., & Frederiksen, N. (2018). The effects of mathematics anxiety on primary students. Mathematics Education Research Group of Australasia
Richardson, F. C., & Suinn, R. M. (1972). the mathematics anxiety rating scale: psychometric data. Journal of Counseling Psychology 19(6), 551–554.
https://doi.org/10.1037/h0033456
Rojas, K. C. A. (2020). Anxiety determinants towards mathematics in mexican high school students. European Journal of Contemporary Education, 9(4): 866–878. https://doi.org/10.13187/ejced.2020.4.866
Sevgi, S., & Arslan, K. (2020). Exploring middle school students mathematics self-efficacy and mathematics anxiety. Online Submission, 7(2): 41-61.
Yahya, S. Z., & Amir, R. (2018). Kebimbangan matematik dan pencapaian matematik tambahan [Mathematics anxiety and additional mathematics performance]. Journal of Nusantara Studies (JONUS), 3(2): 124-133.
In-Text Citation: (Termizi & Mahmud, 2022)
To Cite this Article: Termizi, A. K. A., & Mahmud, M. S. (2022). Mathematics Anxiety and Relationship with Mathematics Achievement of Form Four Students. International Journal of Academic Research in Business and Social Sciences, 12(11), 2894 – 2901.
Copyright: © 2022 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non0-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode