It Doesn't Mean that Students Don't Have Mathematics Anxiety: A Case Study of Mathematics Learning with Path Analysis
Mathematics anxiety has always been an interesting topic to study and discuss in the world of education. This study aimed to (1) investigate the impac.
- Pub. date: July 15, 2022
- Pages: 1683-1697
- 565 Downloads
- 1070 Views
- 2 Citations
Mathematics anxiety has always been an interesting topic to study and discuss in the world of education. This study aimed to (1) investigate the impact of teacher roles, mathematics content, and mathematics anxiety on learning motivation, and (2) explore how students manage mathematics anxiety as a stimulus in learning motivation. This research used mixed methods with embedded concurrent design. The research sample was 100 respondents. The questionnaire instrument was arranged based on a Likert scale with 5 answer choices. This study used a structural equation model and confirmatory factor analysis as data analysis methods. The research findings indicated that: (1) a significant direct impact emerged between mathematics anxiety and students' learning motivation, and there was an indirect impact between the teacher's role and mathematics content on learning motivation; (2) students could manage mathematics anxiety when they were in optimal anxiety or positive anxiety so that they could overcome mathematics anxiety as a stimulus for achievement and deconstruct anxiety into motivation according to experience and personal resources. Results of this study confirmed that the statements about mathematics anxiety which always has a negative impact on motivation and learning achievement is not universal, because mathematics anxiety does not always have a negative impact on motivation and learning achievement if this anxiety is managed effectively.
Keywords: Learning achievement, mathematical anxiety, motivation, path analysis.
References
Akin, A., Kurbanoglu, N. I., & Takunyaci, M. (2011). Revised mathematics anxiety rating scale : A confirmatory factor analysis. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 5(1), 163–180. https://bit.ly/3NE5Lzz
Al Majali, S. (2020). Positive anxiety and its role in motivation and achievements among university students. International Journal of Instruction, 13(4), 975-986. https://doi.org/10.1016/S0140-6736(50)90875-0
Alexander, L., & Martray, C. (1989). The development of an abbreviated version of the mathematics anxiety rating scale. Measurement and Evaluation in Counseling and Development, 22(3), 142–154. https://doi.org/10.1080/07481756.1989.12022923
Ananth, A., & Maistry, S. (2020). Invoking interactive qualitative analysis as a methodology in statistics education research. The Journal for Transdisciplinary Research in Southern Africa, 16(1), 1–12. https://doi.org/10.4102/td.v16i1.786
Aydin, M., Baki, A., Yildiz, C., & Köǧce, D. (2010). Mathematics teacher educators’ beliefs about teacher role. Procedia - Social and Behavioral Sciences, 2(2), 5468–5473. https://doi.org/10.1016/j.sbspro.2010.03.892
Brewster, B. J. M., & Miller, T. (2020). Missed opportunity in mathematics anxiety. International Electronic Journal of Mathematics Education, 15(3), 1–12. https://doi.org/10.29333/iejme/8405
Busetto, L., Wick, W., & Gumbinger, C. (2020). How to use and assess qualitative research methods. Neurological Research and Practice, 2(14), 1–10. https://doi.org/10.1186/s42466-020-00059-z
Capinding, A. T. (2022). Impact of modular distance learning on high school students mathematics motivation, interest/attitude, anxiety and achievement during the COVID-19 Pandemic. European Journal of Educational Research, 11(2), 917–934. https://doi.org/10.12973/eu-jer.11.2.917
Carey, E., Hill, F., Devine, A., & Szucs, D. (2017). The modified abbreviated math anxiety scale: A valid and reliable instrument for use with children. Frontiers in Psychology, 8(1), 1–13. https://doi.org/10.3389/fpsyg.2017.00011
Cho, E., & Kim, S. (2015). Cronbach’s coefficient alpha: Well known but poorly understood. Organizational Research Methods, 18(2), 207–230. https://doi.org/10.1177/1094428114555994
Cooper, K. M., Downing, V. R., & Brownell, S. E. (2018). The influence of active learning practices on student anxiety in large-enrollment college science classrooms. International Journal of STEM Education, 5(1), 1–18. https://doi.org/10.1186/s40594-018-0123-6
Cresswell, C., & Speelman, C. P. (2020). Does mathematics training lead to better logical thinking and reasoning? A cross-sectional assessment from students to professors. PLOS ONE, 15(7), 1–21. https://doi.org/10.1371/journal.pone.0236153
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE Publications.
Das, S. K., Halder, U. K., & Bairagya, S. (2014). A study on self-confidence vs. mathematics anxiety in rural teenager students. International Journal of Informative and Futuristic Research, 1(9), 50–54. https://bit.ly/3wOT7bx
Dilekli, Y., & Tezci, E. (2019). Adaptation of teachers’ teaching thinking practices scale into English. European Journal of Educational Research, 8(4), 943–953. https://doi.org/10.12973/eu-jer.8.4.943
Doño, M. J. A., & Mangila, B. B. (2021). Mathematics teacher’s engagement and students’ motivation to learn mathematics. Infinity Journal, 10(2), 285–300. https://doi.org/10.22460/infinity.v10i2.p285-300
Dowker, A., Sarkar, A., & Looi, C. Y. (2016). Mathematics anxiety: What have we learned in 60 years? Frontiers in Psychology, 7(4), 508–523. https://doi.org/10.3389/fpsyg.2016.00508
Fan, Y., Chen, J., Shierkey, G., Jhon, R., & Wu, S. R. (2016). Applications of structural equation modeling. Ecological Processes, 5(19), 1–12. https://doi.org/10.1186/s13717-016-0063-3
Finlayson, M. (2014). Addressing math anxiety in the classroom. Improving Schools, 17(1), 99–115. https://doi.org/10.1177/1365480214521457
Frejd, P., & Bergsten, C. (2018). Professional modellers’ conceptions of the notion of mathematical modelling: Ideas for education. ZDM - Mathematics Education, 50(2), 117–127. https://doi.org/10.1007/s11858-018-0928-2
Guzman, B., Rodriguez, C., Ferreira, R. A., & Hernandes-Cabrera, J. A. (2020). Psychometric properties of the revised child mathematics anxiety questionnaire (CMAQ-R) for Spanish speaking children. Psicologia Educativa, 27(2), 115–122. https://bit.ly/3z81j8c
Hassneen, E., El-Abbasi, A. H., Khalifa, M., & Shoaeb, F. (2019). Using a two-level structural equation model to study the determinants of reproductive behaviour in Giza Governorate. Egyptian Informatics Journal, 20(2), 143–150. https://doi.org/10.1016/j.eij.2019.02.001
Herges, R., Duffield, S., Martin, W., & Wageman, J. (2017). Motivation and achievement of middle school mathematics students. Mathematics Educator, 26(1), 83–106. https://bit.ly/3Q4jRfV
Herwin, & Nurhayati, R. (2021). Measuring students’ curiosity character using confirmatory factor analysis. European Journal of Educational Research, 10(2), 773–783. https://doi.org/10.12973/EU-JER.10.2.773
Irhamna, I., Amry, Z., & Syahputra, H. (2020). Contribution of mathematical anxiety, mearning motivation and self-confidence to student’s mathematical problem solving. Budapest International Research and Critics in Linguistics and Education Journal, 3(4), 1759–1772. https://doi.org/10.33258/birle.v3i4.1343
Jiang, R., Liu, R., Star, J., Zhen, R., Wang, J., Hong, W., Jiang, S., Sun, Y., & Fu, X. (2021). How mathematics anxiety affects students’ inflexible perseverance in mathematics problem-solving: Examining the mediating role of cognitive reflection. British Journal of Educational Psychology, 91(1), 237–260. https://doi.org/10.1111/bjep.12364
Jirangkul, W. (2020). Structural equation modeling of best practice-based high-performance public organizations in Thailand. Kasetsart Journal of Social Sciences, 41(1), 124–129. https://doi.org/10.1016/j.kjss.2018.07.010
Kornpitack, P., & Sornsaruht, P. (2019). Intention to purchase travel online: A sem analysis. European Research Studies Journal, 22(3), 246–260. https://doi.org/10.35808/ersj/1468
Kusmaryono, I., Jupriyanto, & Kusumaningsih, W. (2021). Construction of students’ mathematical knowledge in the zone of proximal development and zone of potential construction. European Journal of Educational Research, 10(1), 341–351. https://doi.org/10.12973/eu-jer.10.1.341
Kusmaryono, I., Suyitno, H., & Dwidayati, N. (2020). Deconstruction mathematics anxiety into motivation to develop mathematical disposition. International Journal of Science & Technology Research, 9(04), 1923–1928. https://bit.ly/3PTlBIw
Kyriazos, T. A. (2018). Applied psychometrics: Sample size and sample power considerations in factor analysis (EFA, CFA) and SEM in general. Psychology, 9(8), 2207–2230. https://doi.org/10.4236/psych.2018.98126
Lai, Y., Zhu, X., Chen, Y., & Li, Y. (2015). Effects of mathematics anxiety and mathematical metacognition on word problem solving in children with and without mathematical learning difficulties. PLoS ONE, 10(6), 1–19. https://doi.org/10.1371/journal.pone.0130570
Lailiyah, S., Hayat, S., Urifah, S., & Setyawati, M. (2021). Levels of students’ mathematics anxieties and the impacts on online mathematics learning. Cakrawala Pendidikan, 40(1), 107–119. https://doi.org/10.21831/cp.v40i1.36437
Lodge, J. M., Kennedy, G., Lockyer, L., Arguel, A., & Pachman, M. (2018). Understanding difficulties and resulting confusion in learning: An integrative review. Frontiers in Education, 3(6), 1–10. https://doi.org/10.3389/feduc.2018.00049
Luttenberger, S., Wimmer, S., & Paechter, M. (2018). Spotlight on math anxiety. Psychology Research and Behavior Management, 11(1), 311–322. https://doi.org/10.2147/PRBM.S141421
Marticion, J. A. (2021). Mathematical anxiety as predictor of learning motivation strategies. Outheast Asian Mathematics Education Journal, 11(1), 1–12. https://doi.org/10.1186/s40594-020-00246-z
Morgando, F. F. R., Meireles, J. F., Neves, C. M., Amaral, A. C. S., & Ferreira, M. E. C. (2017). Scale development: Ten main limitation and recommendations to improve future research practice. Psicologia Reflexao e Critica, 30(3), 2–20. https://doi.org/10.1186/s41155-016-0057-1
Musa, N. H., & Maat, S. M. (2021). Mathematics anxiety: A case study of students’ learning experiences through cognitive, environment and behaviour. International Journal of Academic Research in Business and Social Sciences, 11(3), 932–956. https://doi.org/10.6007/ijarbss/v11-i3/8992
Mutlu, Y. (2019). Math anxiety in students with and without math learning difficulties. International Electronic Journal of Elementary Education, 11(5), 471–475. https://doi.org/10.26822/iejee.2019553343
Nugroho, K. Y., & Sakhiyya, Z. (2022). Photovoice: Young children online english language learning, parents’ voices and its implication to educational policy and provision. Indonesian Journal of Applied Linguistics, 11(3), 612–622. https://doi.org/10.17509/ijal.v11i3.35083
Olango, M. (2016). Mathematics anxiety factors as predictors of mathematics self-efficacy and achievement among freshmen science and engineering students. African Educational Research Journal, 4(3), 109–123. https://bit.ly/3NNIZVV
Prahmana, R. C. I., Sutanti, T., Wibawa, A. P., & Diponegoro, A. M. (2019). Mathematical anxiety among engineering students. Infinity Journal, 8(2), 179–188. https://doi.org/10.22460/infinity.v8i2.p179-188
Radišić, J., Videnović, M., & Baucal, A. (2015). Math anxiety contributing school and individual level factors. European Journal of Psychology of Education, 30(1), 1–20. https://doi.org/10.1007/s10212-014-0224-7
Ramirez, G., Gunderson, E. A., Levine, S. C., & Beilock, S. L. (2013). Math anxiety, working memory, and math achievement in early elementary school. Journal of Cognition and Development, 14(2), 187–202. https://doi.org/10.1080/15248372.2012.664593
Ramirez, G., Hooper, S. Y., Kersting, N. B., Ferguson, R., & Yeage, D. (2018). Teacher math anxiety relates to adolescent students’ math achievement. American Education Research Assoc, 4(1), 1–13. https://doi.org/10.1177%2F2332858418756052
Ramirez, G., Shaw, S. T., & Maloney, E. A. (2018). Math anxiety: Past research, promising interventions, and a new interpretation framework. Educational Psychologist, 53(3), 145–164. https://doi.org/10.1080/00461520.2018.1447384
Rozgonjuk, D., Kraav, T., Mikkor, K., Orav-Puurand, K., & Täht, K. (2020). Mathematics anxiety among STEM and social sciences students: The roles ofmathematics self-efficacy, and deep andsurface approach to learning. International Journal of STEM Education, 7(46), 1–11. https://doi.org/10.1186/s40594-020-00246
Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8(5), 23–74. https://bit.ly/3PS9gEn
Schreiber, J. B., Nora, A., Stage, F. K., Barlow, E. A., & King, J. (2006). Reporting structural equation modeling and confirmatory factor analysis results: A review. The Journal of Educational Research, 99(6), 323–337. https://www.jstor.org/stable/27548147
Shehayeb, S., & Anouti, M. (2018). The impact of teacher’s practices and content of mathematics on student’s anxiety in secondary and intermediate classes. Journal of Depression and Anxiety, 7(4), 1–8. https://doi.org/10.4172/2167-1044.1000320
Su, C. H. (2017). The effects of students’ learning anxiety and motivation on the learning achievement in the activity theory based gamified learning environment. Eurasia Journal of Mathematics, Science and Technology Education, 13(5), 1229–1258. https://doi.org/10.12973/eurasia.2017.00669a
Suren, N., & Kandemir, M. A. (2020). The effects of mathematics anxiety and motivation on students’ mathematics achievement. International Journal of Education in Mathematics, Science and Technology, 8(3), 190–218. https://doi.org/10.46328/IJEMST.V8I3.926
Tarka, P. (2018). An overview of structural equation modeling: Its beginnings, historical development, usefulness and controversies in the social sciences. Quality and Quantity, 52(1), 313–354. https://doi.org/10.1007/s11135-017-0469-8
Tavakol, M., & Dennick, R. (2011). Making sense of Cronbach’s alpha. International Journal of Medical Education, 2(1), 53–55. https://doi.org/10.5116/ijme.4dfb.8dfd
Thohir, L. (2017). Motivation in a foreign language teaching and learning. Vision: Journal for Language and Foreign Language Learning, 6(1), 20-31. https://doi.org/10.21580/vjv6i11580
Ulia, N., & Kusmaryono, I. (2021). Mathematical disposition of students’, teachers, and parents in distance learning: A survey. Premiere Educandum : Jurnal Pendidikan Dasar Dan Pembelajaran, 11(1), 147–159. https://doi.org/10.25273/pe.v11i1.8869
Viloria, A., Lezama, O. B. P., & Mercado, N. (2019). Model and simulation of structural equations for determining the student satisfaction. Procedia Computer Science, 160(11), 527–531. https://doi.org/10.1016/j.procs.2019.11.053
Wang, Z., Lukowski, S. L., Hart, S. A., Lyons, I. M., Thompson, L. A., Kovas, Y., Mazzocco, M. M. M., Plomin, R., & Petrill, S. A. (2015). Is math anxiety always bad for math learning? The role of math motivation. Psychological Science, 26(12), 1863–1876. https://doi.org/10.1177/0956797615602471
Willmer, M., Westerberg Jacobson, J., & Lindberg, M. (2019). Exploratory and confirmatory factor analysis of the 9-item Utrecht work engagement scale in a multi-occupational female sample: A cross-sectional study. Frontiers in Psychology, 10(12), 1–7. https://doi.org/10.3389/fpsyg.2019.02771
Wolf, E. J., Harrington, K. M., Clark, S. L., & Miller, M. W. (2013). Sample size requirements for structural equation models: An evaluation of power, bias, and solution propriety. Educational and Psychological Measurement, 73(6), 913–934. https://doi.org/10.1177/0013164413495237
Wu, S. S., Barth, M., Amin, H., Malcarne, V., & Menon, V. (2012). Math anxiety in second and third graders and its relation to mathematics achievement. Frontiers in Psychology, 3(6), 1–11. https://doi.org/10.3389/fpsyg.2012.00162
Zakariya, Y. F. (2018). Development of mathematics anxiety scale : Factor analysis as a determinant of subcategories. Journal of Pedagogical Research, 2(2), 135–144. https://bit.ly/3NCteBh
Zhang, J., Zhao, N., & Kong, Q. P. (2019). The relationship between math anxiety and math performance : A meta-analytic investigation. Frontiers in Psychology, 10(8), 1–17. https://doi.org/10.3389/fpsyg.2019.01613