MATHEMATICAL ANXIETY AMONG SECONDARY SCHOOL STUDENTS IN RELATION TO THEIR GENDER, LOCALITY AND TYPES OF SCHOOLS

Abstract

The major findings of the study were that there is no significant difference in the mathematical test anxieties of secondary school students with regard to their gender has been accepted. In other word it may be expressed that gender does not affect the mathematical test anxiety of secondary school students. The findings are supported by Venkatesh and Karimi (2010) and Devine et al. (2012 conducted research on mathematical anxiety, mathematics performance and overall academic achievement in high school students and found that there is significant difference in mathematical anxiety and academic achievement whereas there is no significant difference between boys and girls in mathematical performance and academic achievement. Similarly, the study found that there is a significant difference in mathematical anxiety among the secondary school students with regard to their gender. Further, it indicates that the level of mathematical numerical anxiety is significant among the boys and girls secondary school students. Therefore, it can be interpreted that the gender affects the mathematical numerical anxiety of secondary school students. It is found there is a significant difference in the numerical anxiety of secondary school students with regard to their locality. Hence, it may be pointed out that locality may affect the mathematical numerical anxiety of secondary school students. The study found that there is no significant difference in the mathematical anxieties of secondary school students with regard to their type of schools. Thus, it can be concluded that the numerical anxiety of government and private secondary school students were found to have no significant difference. Therefore, it can be interpreted that there the school types do not affect the numerical anxiety of secondary school students.