Investigating the relationship between Mathematics anxiety and Mathematics achievement among Lower secondary school students in Government-aided schools in Gulu City, Northern Uganda.

Abstract

Mathematics is a significant subject in the school curriculum. Students are expected to learn the basic foundations of the subject, which is useful in functioning well in their everyday lives. This study examined the relationship between mathematics anxiety and mathematics achievement among lower secondary school students in Gulu City, Uganda. A cross-sectional correlational research design was used to collect data from 265 Senior Two students selected from five government-aided secondary schools. Data were collected using a self-administered questionnaire based on the Revised Mathematics Anxiety Rating Scale (RMARS) and analysed using SPSS version 21. Findings showed a statistically significant but weak positive relationship between mathematics test anxiety and mathematics achievement (Spearman’s rho = 0.173, p < 0.01). Furthermore, a Chi-Square value of 487.711 with 220 degrees of freedom and a p-value of 0.000 confirmed a significant relationship between numerical anxiety and mathematics achievement. However, there was no significant relationship between mathematics abstraction anxiety and mathematics achievement (Spearman’s rho = 0.085, p = 0.167). In conclusion, students' mathematics achievement is affected by mathematics test anxiety and numerical anxiety, while mathematics abstraction anxiety does not affect mathematics achievement. The study therefore recommends that teachers should create supportive learning environments, promote positive self-talk, and work together with parents to reduce mathematics anxiety and improve student performance in mathematics.