A CROSS-SECTIONAL STUDY ON MATHEMATICS ANXIETY AND MATHEMATICS SELF-EFFICACY AMONG HIGH SCHOOL STUDENTS USING FUZZY CONJOINT ANALYSIS
DOI:
https://doi.org/10.35631/IJMOE.831069Keywords:
Mathematics Anxiety, Self-Efficacy, Fuzzy Conjoint Analysis, Spearman’s Rank Correlation, Secondary School StudentsAbstract
Mathematics is a core subject in the Sijil Pelajaran Malaysia (SPM), yet it persistently records one of the highest failure rates among all subjects; in 2024 alone, 22.4% of candidates failed (Lembaga Peperiksaan, 2025). This trend raises critical concern, particularly for students who progressed through the education system without sitting for the Ujian Pencapaian Sekolah Rendah (UPSR) and Pentaksiran Tingkatan 3 (PT3), potentially shaping different learning experiences and psychological responses toward mathematics. Mathematics anxiety and self-efficacy are assoicated with students’ attitudes and performance; however, the interplay between high anxiety and confidence remains insufficiently understood within this particular cohort. This study investigates the levels of mathematics anxiety and self-efficacy among 62 secondary school students from Sekolah Menengah Kebangsaan Ketereh, Kelantan. Data were collected using the Mathematics Self-Efficacy and Anxiety Questionnaire (MSEAQ) and analysed using the Fuzzy Conjoint Method to determine the degree of similarity for each attribute, while Spearman’s Rank Correlation was employed to examine the relationships among variables. The findings reveal that students exhibit high levels of mathematics anxiety, primarily driven by test performance and grading concerns, yet simultaneously demonstrate relatively high self-efficacy regarding coursework effort and learning capabilities. Rather than indicating a psychological contradiction, this key result suggests that anxiety in this cohort is fueled by high achievement motivation and academic expectations rather than low perceived competence. Minimal differences were observed between lower and upper secondary students. In addition, a weak positive correlation was found between self-efficacy and achievement, as well as between anxiety and achievement, while a weak negative correlation was observed between anxiety and self-efficacy. These findings highlight the need to re-examine current instructional approaches and provide targeted interventions that address both the cognitive and emotional dimensions of learning mathematics. This study contributes to the ongoing discourse on mathematics anxiety and self-efficacy, particularly in post-pandemic educational contexts, with the aim of fostering more resilient, confident, and successful learners in mathematics.
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