Discipline

Natural Science And Mathematics, Curriculum, And Instruction

Abstract

This study investigates the effects of mathematical anxiety (MA) on problem-solving performance among high school students, focusing on students from Grades 9 to 12. The research examines the relationship between MA and students’ ability to solve mathematical problems, specifically in the areas of conceptual understanding, procedural fluency, and logical reasoning. A comprehensive analysis is conducted to understand how MA impedes cognitive engagement, affects emotional well-being, and hinders academic achievement in mathematics. The findings revealed that MA was a significant barrier to problem-solving performance, with students experiencing moderate levels of anxiety that interfered with their mathematical abilities. Gender differences were identified, with female students reporting higher anxiety levels, which negatively affected their performance. Furthermore, the study highlighted the importance of coping mechanisms, such as self-efficacy and supportive classroom environments, in mitigating the effects of MA. Based on these findings, recommendations were made to enhance students’ mathematical performance, including teacher training, classroom adjustments, gender-specific interventions, and parent involvement.

Keywords

self-efficacy, conceptual understanding, mathematical anxiety, problem-solving performance, classroom environment