Mathematics Anxiety and Academic Performance among Higher Secondary School Students in Bangladesh
Keywords:
Academic Performance, Higher Secondary School, Learning Engagement, Mathematics Anxiety, Mathematics Self-EfficacyAbstract
Mathematics anxiety may make it difficult to engage students in the learning process and develop their confidence in doing academic exercises. This paper investigates the relationship between mathematics anxiety and mathematics examination achievement among high secondary school students in Bangladesh with mathematics self-efficacy and learning engagement indicated as a mediator. A cross-sectional analytical sample size (470 students) is analysed with the help of partial least squares structural equation modelling. There are three constructs on which five reflective indicators are used to measure and performance is reflected by the percentage in a test. Measurement evaluation facilitates internal consistency, convergent validity and discriminant validity. Self-efficacy, engagement and performance are negatively related to mathematics anxiety. There is a positive relationship between self-efficacy and engagement and performance, and between engagement and performance. The serial indirect association between self-efficacy and engagement is negative and statistically significant. The model explains 33.2% of the variance in mathematics performance. Repeated prediction on anxiety indicators yields a positive predictive relevance statistic albeit with a small improvement over a linear benchmark. The results show confidence and continued learning involvement as the factors that are applicable in the anxiety performance relationship. The response of education must be comprised of supportive assessment practice and the opportunity of attainable mastery and meaningful mathematical practice. The cross-sectional design does not allow the interpretation of a causal nature and fails to determine an order of time in the relationship of hypothesized mediating variables.
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