Causes of Anxiety in Mathematics Learning: A Case Study of Higher Secondary School Students

Abstract

Mathematic and anxiety are considered as two sides of a coin. How anxiety is caused in learning mathematics is the main problem to have low achievement and performance in Mathematics in Nepal. The main objectives of this study were to find out the causes of anxiety in mathematics and to suggest the remedial measures. This study was done in two schools of Kathmandu valley. Mathematics teachers and students studying mathematics in higher secondary level within Kathmandu Valley were the population of the study. Two mathematics teachers, eight students of two higher secondary schools were selected as research participants. This is a case study about the causes of anxiety and remedial measure to reduce anxiety, so qualitative approach of research methodology was used. Mathematics teachers and students were interviewed. Most of the students didn’t practice the mathematical problems is a main cause of anxiety in mathematics. Understanding the structure of subject-matter have resulted loss of self-efficiency to perform the mathematical task. The challenge of discipline on students implies dominated behavior toward teacher. Negligence to teachers implies directly or indirectly anxiety in mathematics learning. Good discipline creates the seriousness toward study and increases the creativity about the mathematical thinking. Such thinking is directly helpful in reducing to anxiety in mathematics. Teacher’s negligence to check homework is also contributing to the negligence to do homework from the side of students. As it is hampering to practice more and students get anxious when they get heavy amount of the task to be done at a time during exam time. Effective teaching/learning program is helping for reducing anxiety in mathematics learning. Creative thinking skills are to be used by teachers to address the issue of anxiety in mathematics learning. Teachers need to create high quality mathematics programs than regular learning program such as Math Club, Math Quiz and Math Tour to motivate students in learning mathematics. As a result students can be engaged in different activities and enjoy in mathematics learning and understand the beauty of Mathematics. As a result students’ level of confidence increased. High degree of cheating behavior didn’t force to creative thinking about mathematical subject-matter. Negative attitudes have forced to neglect mathematics study. Consequently the anxiety in mathematics was increased. The polarization of students played the negative role for conceptual understanding. Polarization of students was created unreasonable distance between talent and weak students. Group of talent students hoped that they have strong mathematical concept if they have not and went downward with over confidence. Group of weak students thought that they didn’t understand the mathematics subject-matter.