Keywords
Mathematics Anxiety, Academic Performance, Career Pathway, Secondary School Students, Teaching Strategies, Mathematics Education
Abstract
This study investigates the influence of mathematics anxiety on secondary school students’ academic performance and career pathway selection. Mathematics, often perceived as abstract and challenging, can evoke high levels of anxiety that affect both learning outcomes and career-related decisions. Data were collected from 106 students across two urban secondary schools in Kolkata. Findings revealed that students possessed a significant understanding of the concept of mathematics anxiety (t (105) = 8.48, p < .001, d = 0.82). A strong positive correlation was observed between mathematics anxiety and academic performance (r = .686, p < .001), indicating that elevated anxiety levels correspond with lower achievement. Additionally, a significant positive correlation (r = .475, p < .001) showed that mathematics anxiety influences students’ career pathway selection, with higher anxiety leading to avoidance of mathematics-related careers. The study highlights that negative attitudes toward mathematics often stem from perception rather than actual difficulty. Overall, the findings emphasize the need for innovative teaching strategies and targeted interventions to reduce mathematics anxiety and enhance students’ academic and career outcomes.
DOI
https://doi.org/10.5038/1936-4660.19.2.1522
Recommended Citation
Molla, Sabiruddin, Safwana Rashid, and Saba Sultana. "Mathematics Anxiety: Understanding Its Concept, Impact on Secondary Students’ Academic Performance and Career Prospects, and Effective Intervention Strategies." Numeracy 19, Iss. 2 (2026): Article 5. DOI: https://doi.org/10.5038/1936-4660.19.2.1522
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
