Analyzing the Relation between Mathematics Anxiety and Academic Achievement of Students

I. INTRODUCTION

In 1972 Richardson and Suinn clarified about mathematics anxiety that 'Mathematics anxiety includes sentiments of pressure and anxiety that meddle with the control of numbers and the taking care of scientific issues in a wide assortment of ordinary life and academic situations.' Generally mathematics anxiety implies it is a dread of mathematics. Furthermore that it is a negative feeling that meddles with the taking care of numerical issues and loathing mathematics prompts understudies abstain from taking mathematics classes and maintain a strategic distance from circumstances wherein mathematics will be important. Different terms like Quant phobia and math phobia has utilized in numerous literatures in a similar phenomenon yet most extreme agents incline toward the term mathematics anxiety. Great academic performance is significant not exclusively to understudies and their folks, yet in addition to foundations of learning, educationists and any dynamic. The nature of understudies' academic performance is affected by wide scope of ecological factors rather just educator factors and mental factors inside the students, for example, inspiration and oneself, instead of essentially by capacity. The test anxiety and Mathematics anxiety are progressively being viewed as factors supporting dimensions of inspiration for academic performance. Suinn, Taylor, and Edwards, proposed that it influences numerous individuals and undermines both performance of support. Numerous students experience Mathematics anxiety in our schools today. Revealed outcomes of being on edge toward Mathematics incorporate the evasion of Mathematics and the decrease in Mathematics achievement. This sort of 'anxiety' was first distinguished in the late 1950s. In spite of the fact that this response seemed, by all accounts, to be like test anxiety all in all; they found that Mathematics anxiety has its very own existence. They marked it 'number anxiety'. It is frequently accepted that abnormal state of anxiety weakens performance. A moderate measure of anxiety may really encourage performance. Past a specific degree, be that as it may, anxiety blocks performance especially on account of higher mental exercises and applied procedure. "Math anxiety is normally characterized as a sentiment of pressure, trepidation, or dread that meddles with math performance". Those amazing sentiments start at various stages in a kid's instructive voyage. "Math anxiety can start as right on time as the fourth grade and tops in center school and secondary school. It tends to be brought about by past homeroom encounters, parental impacts, and recollecting poor past math performance" Regardless of the numerous reports on the connections between test anxiety and academic performance, there is rare if any documentation of the impact of Mathematics anxiety on academic performance. Also, there is requirement for studies which will address sexual orientation contrasts in the dimensions of Mathematics anxiety in connection to their general academic performance. This presents

Arup Kumar Mandal (2015) In this 21st century balance of both young men and young ladies has turned into a noteworthy issue. In this examination scientist needed to discover the contrasts between on explicit autonomous factors with ward factors. Moreover, in view of the literatures notice, somestrategies to diminish mathematics anxiety were distinguished for training. In this examination examiner haphazardly chosen government and non-public schools from Kolkata and South 24 parganas area in the West Bengal. Mathematics anxiety was estimated utilizing an institutionalized instrument though, understudies' mathematics performance was gathered from the dynamic report of the schools. Results uncovered that there are noteworthy contrasts in mathematics anxiety and performance in mathematics on sexual orientation and kind of schools yet there is no critical distinction between living space in mathematics anxiety and performance in mathematics. Guita and Tan (2017) completed an examination on Mathematics Anxiety and Students' Academic Achievement in a Reciprocal Learning Environment. The investigation decided the mathematics anxiety and understudies' academic achievement in a proportional learning condition. It tried to decide the dimension of achievement of understudies when presented to corresponding learning condition (RLE) and to those presented to non-equal learning condition (non-RLE). The examination used a semi exploratory research design which was led at Magpet National High School, Poblacion, Magpet, North Cotabato. Understudies in Grade 8 were the examination respondents of the investigation. Results demonstrated that the understudies who are presented to RLE have "exceptionally low performance" in the pretest and have "moderate performance" in the posttest and maintenance test while the individuals who were presented to Non-RLE additionally have "low performance" in the pretest and have "moderate performance" in the posttest and maintenance test. Also, for the dimension of understudies' anxiety towards mathematics, they have high anxiety before the treatment and winds up moderate after the intercession for both RLE and Non-RLE gatherings. The mathematics achievement of the understudies who were presented to RLE is practically identical to the achievement of those understudies who were presented to non-RLE. Additionally, no huge distinction in the mathematics anxiety of understudies was seen in the two gatherings. Foley (2017) examined on The Math Anxiety Performance Link: A Global Phenomenon. To adequately satisfy this need, numerous administrations and private associations have patched up science, innovation, building and math(STEM) instruction and elevated preparing to upgrade math science information. Be that as it may, information from lab studies and enormous scale universal evaluations recommend that dread or misgiving about math, math anxiety, ought to likewise be viewed as when attempting to expand math achievement and, thusly, STEM profession achievement. This article reviews discoveries that shed light on predecessors of math anxiety, the bidirectional math anxiety-performance connection, hidden components, and promising courses to alleviating the negative connection between math anxiety and math performance.

The instruments utilized in the examination study are as per the following: Mathematics Anxiety Rating Scale-India (MARS-I): This poll was created contains 31 things of circumstances which causes mathematics anxiety. It has two subscales – Math test Anxiety with 15 things and Numerical errands with 16 things .Each thing of this scale was appraised on a five – point scale rating , from especially restless – 5 to not in the least anxious1) . Psychometric properties of this scale are figured by specialists. The connection between's scores on MARS-I and MARS.was 0.87. Two weeks test-retest dependability of the scale was 0.85 and inside consistency alpha coefficient was figured 0.88. Academic Hardiness Scale (AHS): This Scale with 18-thing self-report instrument on a four-reaction Likert scale. This instrument was designed to assemble data about understudy demeanors with respect to academic achievement. The four reaction choices extend from 1 = totally false to 4 = totally evident. The psychometric properties of this scale has appeared inside consistency alpha coefficient was processed 0.86. Mathematics Performance: Marks are gotten from the understudies in the last class examination in the school in mathematics.

Relationship between mathematics anxiety, mathematics performance and academic solidness The connections between's dimensions of mathematics anxiety, mathematics performance, and academic toughness are exhibited in the relationship grid table 1.

N: 284. M= mean. SD= standard deviation ** Correlation is significant at the 0.01 level, p< .01 (2-tailed) * Correlation is significant at the 0.05 level, p< .05 (2-tailed).

The academic achievements of the students are considered significant in deciding their levels of learning and in evaluating whether the instructing and learning procedure have occurred thoroughly. In this way, the instructors of mathematics are urged to screen the advancement of their students academically.Teachers, guardians and managers must need to put in their psyches that they should have activities in deciding the anxiety level of the students in mathematics. On the off chance that it turns out to be excessively low, a critical move must be made quickly and guarantee that the activity must be executed. Using this procedure in learning in the study hall is energized on the grounds that it can help bring down the anxiety level of the students.

1. Arup Kumar Mandal & BijoyaSaha (2015) ―Mathematics anxiety and Prevention Strategies: An attempt to improvement of Mathematics Performance of Secondary School Students in West Bengal‖ Vol.2 No.1 (Jan 2015) A multidisciplinary Online Journal of Netaji Subhas Open University, INDIA 2. Sulaimon, Mutiu & Dotun, Oyenekan & Famuyiwa, Olalekan & Aikabeli, Lucky. (2017). The Effects of Mathematics Anxiety on Academic Performance of Moshood Abiola Polytechnic Students. 4, pp. 28-38. 3. Gilbert Banguis Guita1 and Denis Abao Tan (2017). ―Mathematics Anxiety and Students‘ Academic Achievement in a Reciprocal Learning Environment‖ International Journal of English and Education ISSN: 2278-4012, Volume:7, Issue:3, July 2017 4. Filippatou, Diamanto & Pantazi, Eirini & Triandafillidis, Triandafillos. (2016). MATH ANXIETY AND ACHIEVEMENT IN MATHEMATICS. TEACHING PROGRAMME WITH THE USE OF MANIPULATIVES. Pp. 2138-2147. 10.21125/iceri.2016.1482. of the Naval State University. International Journal of Engineering Sciences & Research Technology. 6. Andamon, J. (2015). Conceptual Understanding, Attitude and Performance in Mathematics of Grade 7 Students. Unpublished Master‘s Thesis. Central Mindanao University, Musuan, Bukidnon. 7. Generalao, (2012). Mathematics Journal Writing: Its Effectivity on Students‘ Learning Competences and Attitude in Advance Algebra. Unpublished Thesis, Central Mindanao University 8. Hemmings, B., Grootenboer, P., & Kay, R. (2011). Predicting mathematics achievement: The influence of prior achievement and attitudes. International Journal of Science and Mathematics Education, 9(3), pp. 691-705. http://dx.doi.org/10.1007/s10763-010-9224-5 9. National Achievement Test (NAT) 2012. National Education Training and Research Institute (NETRC).

M.Sc. in Mathematics, Kurukshetra University, Kurukshetra