Exploring the Relationship between Mathematics Anxiety, Interest, and Academic Achievement among Secondary School Students

Abstract

This study explores the complex relationship between mathematics anxiety, interest, and academic achievement among secondary school students in Telangana, India. Recognizing the significance of affective factors in mathematics learning, the research investigates how students' interest in and anxiety toward mathematics influence their academic performance. A sample of 30 ninth-grade students from both rural and urban schools participated in the study. Two researcher-developed instruments—a Mathematics Interest Questionnaire and a Mathematics Anxiety Scale—were used alongside Summative Assessment-1 scores to assess academic achievement. Results indicated high levels of interest (M = 86.30) and moderate anxiety (M = 57.23) among students. A strong positive correlation was found between mathematics interest and academic achievement (r = .734, p < .001), while a moderate negative correlation was observed between anxiety and performance (r = -.389, p = .000). Regression analysis revealed that mathematics interest significantly predicted academic success (β = .682, p < .001), whereas anxiety, though negatively associated, did not contribute significantly when combined with interest (β = -.149, p = .285). These findings emphasize the dominant role of interest in shaping academic outcomes, suggesting that fostering student engagement and enjoyment can mitigate the adverse effects of anxiety. The study advocates for interest-driven teaching strategies and emotionally supportive learning environments. Limitations include a small sample size and limited generalizability. Future research should consider larger, more diverse populations and longitudinal designs to further examine the interplay of psychological factors influencing mathematics achievement.