Relationships Between Mathematics Anxiety, Mathematical Performance, and Teacher-Related Factors

DOI

10.2991/978-2-494069-41-1_16How to use a DOI?

Keywords

Mathematics anxiety; Mathematical performance; Teacher-related factors

Abstract

The number of students who are afraid of mathematics has risen year by year, and their negative attitude toward mathematics is also increasing due to several factors. This has led us to conduct research on mathematics anxiety at all levels, both among university and secondary school students. The objective of this study is to define the relationship between teacher-related factors, students’ mathematical anxiety, and mathematical performance. A random sample of students (n = 916) who were admitted into the National University of Mongolia and Mongolian National University of Education by taking the General Entrance Exam (GEE) in mathematics were selected for the survey. Numerous tests were used to verify the proposed hypothesis, such as factor analysis, reliability analysis, regression analysis, and PLS analysis. The Abbreviated Mathematical Anxiety Test (A-MARS) which was developed by the researchers Richardson and Suinn was used to measure mathematics anxiety while the matrix was developed based on the General Entrance Examination (GEE) scores in mathematics to measure mathematical performance in this research. According to the results of this research, it was proven that teacher-related factors increase students’ mathematical anxiety and that these factors are illustrated the negative linear correlation. Moreover, mathematics anxiety has been shown to hurt students’ mathematical performance. In another world, the results show that methodology, communication, and ability of teachers and educators affect students’ mathematics anxiety and mathematical performance, and it was also found that mathematics anxiety negatively affects students’ mathematical performance.

Copyright

© 2023 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Amartuvshin Deleg
AU  - Altanchimeg Zanabazar
AU  - Magsar Ravdan
PY  - 2022
DA  - 2022/12/24
TI  - Relationships Between Mathematics Anxiety, Mathematical Performance, and Teacher-Related Factors
BT  - Proceedings of the Quality Assurance in Higher Education International Conference (QAHE 2022)
PB  - Atlantis Press
SP  - 130
EP  - 141
SN  - 2667-128X
UR  - https://doi.org/10.2991/978-2-494069-41-1_16
DO  - 10.2991/978-2-494069-41-1_16
ID  - Deleg2022
ER  -