Mathematics Anxiety and its Impact on Academic Achievement

Mteliso, Lloyd

doi:https://doi.org/10.55041/ijsmt.v2i3.117

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MATHEMATICS ANXIETY AND ITS IMPACT ON ACADEMIC ACHIEVEMENT

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Lloyd Mteliso

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DOI: 10.55041/ijsmt.v2i3.117

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This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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Abstract

In contemporary educational discourse, mathematics anxiety is emerging as a significant barrier to academic achievement, particularly among students at all levels. This phenomenon often manifests as intense feelings of apprehension when engaging with mathematical tasks, leading to a detrimental cycle that hampers students’ performance and confidence in their mathematical abilities. Research indicates that mathematics anxiety is not solely an individual issue; rather, it is influenced by a variety of factors, including teaching methods and the attitudes of educators, which can exacerbate negative experiences related to mathematics (Gusm ASão et al.) . Furthermore, understanding mathematics anxiety requires a multifaceted approach that considers both cognitive processes and external influences, as proposed by recent studies that highlight the need for interdisciplinary interventions (Cipora K et al.) . By addressing the roots of mathematics anxiety and its effects, educators and researchers can work collaboratively to foster a more supportive learning environment, thereby improving academic outcomes for students grappling with this pervasive issue.

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This article has undergone plagiarism screening and double-blind peer review. Editorial policies have been followed. Authors retain copyright under CC BY-NC 4.0 license. The research complies with ethical standards and institutional guidelines.

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