Factors contributing to mathematics anxiety among diploma students in polytechnic

Abstract

Particularly among diploma students in polytechnic institutions, mathematics anxiety frequently impairs their confidence, performance, and engagement with mathematical subjects. This investigation investigates the pedagogical and contextual elements that contribute to the anxiety of diploma students, as well as their personal experiences and perspectives of mathematics. Data was acquired by open-ended questionnaires from 24 diploma students at a polytechnic institution, utilising a qualitative study approach. Thematic analysis was employed to determine the primary themes associated with mathematics anxiety. Results indicate that students' anxiety is significantly influenced by the following: exam-related stress, fear of making mistakes, difficulty in recalling mathematical concepts, and fast-paced teaching. Furthermore, their difficulties are further compounded by learning obstacles, including language limitations, online learning difficulties, and social comparisons. However, students emphasised that the assistance of their peers and lecturers played a critical role in reducing fear and bolstering their mathematical self-assurance. The findings of this study are consistent with the current research on mathematics anxiety and underscore the necessity of student-centred teaching methods, exam preparation tactics, and supportive learning environments to resolve this issue. The study's results contribute to the expanding corpus of research on mathematics anxiety by offering qualitative insights into the lived experiences of diploma students in polytechnic settings. Although the study has limitations, such as a small sample size and a dependence on self-reported data, it emphasises the significance of successful pedagogical tactics in reducing mathematics anxiety. In order to improve comprehension and assistance for students who are suffering from mathematics anxiety, future studies should investigate intervention-based methodologies and multi-perspective studies.