Mathematics Anxiety and its Impact on Students’ Achievement: With Specific Reference to Grade Nine Students of East Shoa Zone in Oromia Region
| dc.contributor.advisor | Solomon Areaya | |
| dc.contributor.author | Aweke Shishigu | |
| dc.date.accessioned | 2026-10-07T09:16:53Z | |
| dc.date.available | 2026-10-07T09:16:53Z | |
| dc.date.issued | 2026-04-20 | |
| dc.description.abstract | This study was aimed to examine the impact of mathematics anxiety on achievement. It was alsofocused on examining gender difference in mathematics anxiety as well as mathematicsachievement. The study was conducted on five randomlyselected public high schools of EastShoa zone. Subjects included 370 students, 184 male and 186 female. Mathanxiety was measured using both the English version of Math Anxiety Rating Scale (MARS) achievement wasand the Oromicversion of math anxiety rating scale (MARS). The instrument used to measurethe Mathematics Achievement Test (MAT), which was developed by the researcher. Toaccomplish the goal of this study, a quantitative study which was a survey study was used and apath analysis model was used to investigate the direct and indirect effect ofeach predictor variable on the criterion variable. The finding revealed that there was asignificant negativecorrelation between mathematics anxiety and achievement (r = -0.250, p < 0. 01). Revealingthat students who have high mathematics anxiety tended to perform poorly on mathematicsachievement. However, those who have low mathematics anxiety tended to score high inmathematics achievement. There was a significant gender difference in mathematics anxiety (df= 368, t= -3.258, p < 0.01); showing that female students’ are more anxious about mathematicsthan male. There was also a significant gender difference in mathematics achievement (df =368,t = 5.151, p < 0 .01). Generally, the result of the study shows that male students are superior inall variables treated in the study. Moreover, the result of the study reveal that grade ninestudents’ math anxiety level is at a moderate level. The result of path analysis shows that priormath achievement, sex, affective subscale and avoidance subscale were themost influentialcauses for mathematics achievement. While affective subscales, cognitive subscales andavoidance subscales were the causes of mathematics anxiety. Moreover, prior had a stronger direct effect on mathematics achievement than did any of the math achievementvariables in thestudy, while affective subscale had a stronger direct effect on mathematics anxiety than did anyof the other two subscales. | |
| dc.identifier.uri | https://etd.aau.edu.et/handle/123456789/9102 | |
| dc.language.iso | en | |
| dc.publisher | Addis ababa University | |
| dc.subject | the impact of mathematics anxiety on achievement. | |
| dc.title | Mathematics Anxiety and its Impact on Students’ Achievement: With Specific Reference to Grade Nine Students of East Shoa Zone in Oromia Region | |
| dc.type | Thesis |