DOI of the published article https://doi.org/10.34007/jdm.v7i1.3089
The Correlation Between Mathematics Anxiety and Mathematics Learning Outcomes of Upper-grade Elementary School Students
Hubungan Antara Tingkat Kecemasan Siswa dengan Hasil Belajar Matematika Siswa Kelas Tinggi
DOI:
https://doi.org/10.21070/ups.11518Keywords:
Mathemastics Anxiety, mathematics, learning outcomes, elementary school studentAbstract
Mathematics anxiety may affect students’ mathematics achievement. This study examined the relationship between mathematics anxiety and learning outcomes among fifth-grade elementary students. A quantitative correlational approach was conducted with 23 students from four elementary schools selected through purposive sampling. Mathematics anxiety was measured using a questionnaire covering cognitive, somatic, and attitudinal dimensions, while learning outcomes were based on final mathematics examination scores. Data were analyzed using IBM SPSS Statistics. Since the data were not normally distributed, Spearman’s rank correlation was used. The results showed a significant negative correlation between mathematics anxiety and learning outcomes (ρ = −0.625, p = 0.001). Higher anxiety was associated with lower learning outcomes. These findings highlight the need for supportive, student-centered mathematics learning environments.
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