The relationship between attitude and anxiety towards performance in mathematics problem solving among primary school students

Abstract

Mathematics is an essential component of human reasoning and cognition. Mathematics is a great technique to develop mental discipline while also encouraging logical thinking and mental discipline. Although this subject helps students in many ways, but not all students have a good mathematics problem-solving ability. There are several potential contributing factors of the students’ low mathematic problem-solving skills includes students’ attitude and anxiety. This study was conducted to identify the relationship between attitudes and anxiety towards mathematics problem-solving achievement. A quantitative approach was used to conduct this study whereby a total of 664 respondents of Year 5 pupils primary school students were chosen to be the respondents of the study. Three types of instruments which is Instrument Measuring Attitude (Mathematic Attitude Scale), Instrument Measuring Anxiety (Mathematic Anxiety Scale), and Instrument Measuring Performance (Mathematics Problem Solving Test) were used in this study. The data obtained were analyzed using descriptive and inferential analysis, The analysis of the level of attitude and anxiety had resulted with students agreeing with both part which explains that the primary school students are well aware on their attitude and anxiety towards mathematics problem solving. The performance in mathematics problem solving among primary school students are recorded at high level. The results also show that attitude and anxiety are the significant predictor of mathematics problem solving performance among primary school students. Thus, both the attitude and anxiety among primary students will has great influence in students’ performance in mathematics problem solving.