Math Anxiety and Gender as Determinants of Math Achievement Among Elementary School Students
DOI:
https://doi.org/10.37680/scaffolding.v8i3.10533Keywords:
Math Anxiety, Gender, Math Achievement, Elementary SchoolAbstract
This study aimed to examine differences in mathematics achievement based on mathematics anxiety levels and gender, as well as the interaction between mathematics anxiety and gender among sixth-grade elementary school students. A quantitative cross-sectional design was employed involving all 32 sixth-grade students, consisting of 18 male and 14 female students, at SD Negeri Cibangban, Cipongkor District, West Bandung Regency, West Java, Indonesia. The entire population participated in the study through a total sampling technique. The data utilized were quantitative primary data comprising mathematics anxiety scores, mathematics achievement scores, and gender information, all obtained directly from the student participants. Mathematics anxiety data were collected using the Abbreviated Math Anxiety Scale (AMAS) questionnaire; mathematics achievement data were obtained via the Mathematical Achievement Test (MAT); and gender data were derived from the participants' demographic information. Statistical testing using two-way ANOVA with the assumption that it has met the requirements of normal distribution and the same population variance. The results of this study are that there is no difference in the influence of math anxiety on math achievement, there is no difference in the influence of gender on math achievement, and there is no interaction effect between math anxiety and gender on math achievement. This study provides important insights to support more inclusive and adaptive mathematics education, which takes into account psychological factors and gender differences.
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