Achievement in Mathematics in Relation to Mathematics Anxiety and Self Efficacy among Secondary School Students

Abstract

newlineThis study is based on a theoretical rationale which has been developed on the basis of several theories and research findings already available in this field. Researches in the field of Mathematics education have suggested many variables which have potential impact on mathematics achievement. These variables may affect mathematics achievement in different manners and at varied levels. Mathematics anxiety and mathematics self-efficacy are two potential variables which may affect mathematics achievement in different ways. newlineSelf-efficacy is most recognized and widely used concept of the social cognitive theory. It is based on triadic model, in which human functioning is viewed as the product of a dynamic interplay between personal factors (i.e., cognition, emotions and biological events), behavior, and environmental factors (Bandura, 1997; Pajares, 2006). It can be enhanced by five main sources. These are Mastery experiences (Performance accomplishments), Vicarious experiences, Verbal persuasion, Psychological and affective states and integration of efficacy information (Bandura, 1997). Mathematics self-efficacy is a belief of student to perform successfully in any problematic situation related to Mathematics. Pajares, and Kranzler (1995) have shown that mathematics self-efficacy is the significant and strongest predictor of mathematics achievement. It was also found that, between mathematical competency and mathematics self-efficacy, self-efficacy is more predictive than the mathematical competency (Pietsch, Walker, and Champman, 2003). Solemani, and Rekabdar (2006); Hacket, and Betz (1989); Bong, and Skoalivik (2003), Schunk (1982); and Pajares, and Miller (1994) have found that mathematics achievement and mathematics self-efficacy were significantly correlated and viewed self-efficacy as a strong predictor of mathematics achievement. It is a general perception about Mathematics that it is a difficult subject. Due to its nature and prevalent myth in society many college students feel anxiety towards this subject (Gourgey, 1993). Some people accept that for them it is very difficult subject to learn and confess that they are not good at math (Lazarus, 1975). Female students are more prone to mathematics anxiety and they strive to escape the learning of this subject. Tobias, and Weissbrod (1980), Hembree (1990) and Randhawa (1994) have found that girls are more anxious of Mathematics subject. If students are anxious and have low perception of their academic competencies their performance will be low in comparison to those students who are less anxious and have high perception of their academic competencies. It is an adverse emotional reaction to Mathematics or the prospect of doing Mathematics (Hembree, 1990). Students and teachers both may be affected by mathematics anxiety. Pradeep (2011) has found negative relationship between Mathematics performance and Mathematics anxiety, Mathematics performance and test anxiety. Similar results were also found by Preston (1986), Hafner (2008), Hembree (1990) etc. newlineIt is apparent from the above discussion that both mathematics anxiety and mathematics self-efficacy are potential variables for mathematics achievement and the investigator could not found any study which explains the relationship among mathematics achievement, mathematics self-efficacy and mathematics anxiety. Also, No study was found to explain the contribution of mathematics self-efficacy and mathematics anxiety in describing mathematics achievement. Therefore, researcher has chosen this topic for intensive and detailed study. newline