MATHEMATICS ANXIETY AMONG ELEMENTARY STUDENTS IN PRIVATE SCHOOLS: AN EMPIRICAL INVESTIGATION OF CONTRIBUTING FACTORS AND MITIGATION STRATEGIES

Authors

  • Uzma Anjum M.Phil Scholar, Department of Education, University of Karachi, Karachi, Pakistan Author
  • Dr. Rizwana Muneer Associate Professor, Department of Education, University of Karachi, Karachi, Pakistan Author

Abstract

This study explores mathematics anxiety among elementary students in private schools in Karachi’s Federal B Area, focusing on learners aged 11–15. Using a mixed-methods design, data were collected from 100 students and 15 mathematics teachers through a modified Mathematics Anxiety Rating Scale (MARS) and analyzed with SPSS. Findings revealed six key contributors to mathematics anxiety: self-confidence issues, test-related anxiety, home environment pressures, teacher-related factors, parental expectations, and fear of failure. Among these, classroom teaching methodologies were the most significant. The study concludes that mathematics anxiety is shaped by interconnected individual, pedagogical, and environmental factors. It recommends interventions such as teacher training, supportive classroom environments, and parental awareness programs to mitigate anxiety and improve students’ mathematical learning outcomes.

Keywords: Mathematics anxiety, elementary education, pedagogical methods, student performance, educational psychology

Additional Files

Published

2025-08-27

Issue

Vol. 3 No. 3 (2025): Research Consortium Archive

Section

Articles

How to Cite

MATHEMATICS ANXIETY AMONG ELEMENTARY STUDENTS IN PRIVATE SCHOOLS: AN EMPIRICAL INVESTIGATION OF CONTRIBUTING FACTORS AND MITIGATION STRATEGIES. (2025). Research Consortium Archive, 3(3), 956-964. https://rc-archive.com/index.php/Journal/article/view/256