Effect of General Anxiety and Mathematics Anxiety in the Academic Performance of Prospective Teachers

Abstract

Students’ mental health is developing a massive concern in Pakistan, as in many other countries, specifically due to its effect on academic performance. This research reveals that anxiety whether it is a fear of mathematics, or the feelings of discomfort and tension can significantly influence students’ knowledge and achievement. This research is examined how math anxiety and general anxiety affect the academic performance of undergraduate students in the University of Sargodha, Pakistan. It intends to investigate how such anxieties are related to academic achievement, taking into consideration gender, socio-demographic aspects, and the academic background. This study applied quantitative approach and cross-sectional design. The structured questionnaire was used to conduct the study on a sample of 160 students enrolled in BS, B.Ed Hons Elementary and B.Ed 1.5 Years General programs. The result of t-test shows that the females have higher rates of math anxiety than males. Also, the rural pupils experienced higher levels of general and math anxiety than the urban pupils. Math anxiety is more correlated with current CGPA of students and the negative correlation of both forms of anxiety and current CGPA is significant. The study postulates that general anxiety and math anxiety weaken academic performance, and those students who have found their anxieties to be higher in one domain also reported that their anxieties were also higher in the other. The study emphasizes that cognitive-behavioral therapy (CBT), peer support, and mentoring programs, are important to treat anxiety and enhance academic performance. The study identifies the necessity of research and context-sensitive intervention, especially in developing states to improve the consequences of anxiety on the academic performance of students.