Anxiety and Intrinsic Motivation in Learning Mathematics: A Study of Independent Chinese Secondary Schools in Malaysia
DOI:
https://doi.org/10.32890/mjli2026.23.1.5Keywords:
Mathematics anxiety, intrinsic motivation in learning mathematics, traditional teaching method, gamification, collaborative learningAbstract
Purpose – Mathematical literacy plays an important role in the current world. Despite important improvement in curriculum standards, secondary school students in Malaysia still perform poorly in international assessments. There are several possible reasons for this problematic state of affairs, but it is chiefly due to high mathematics anxiety, low intrinsic motivation in learning the subject, and questionable teaching modalities. To better understand the factors and potential solutions, the present study has examined the prevalence of mathematics anxiety and intrinsic motivation in learning mathematics in independent Chinese secondary schools in Malaysia. It is aimed at exploring the students’ lived experiences and views about an ideal mathematics learning environment.
Methodology – A mixed-study approach was adopted. The quantitative study selected 379 Form 1 students from independent Chinese secondary schools to complete a set of questionnaires on mathematics anxiety and intrinsic motivation in mathematics. The qualitative aspect of the study included 20 students from the quantitative study to participate in one-on-one interviews. Descriptive statistics obtained from using IBM SPSS Statistic 22 were used to interpret the quantitative data, while a step-by-step process of analysis was used to interpret the qualitative data.
Findings – Findings from the present study revealed moderate levels of mathematics anxiety and intrinsic motivation in learning mathematics among students. Based on findings from the qualitative aspect of the study, the factors causing these issues and the proposed solutions for them were discussed.
Novelty – The present study sheds light on the challenges faced, factors identified, and solutions proposed for addressing mathematics anxiety and intrinsic motivation in learning mathematics. These recommendations may serve as a guide when designing teaching modalities that can better meet students' learning needs.
Significance – It is suggested that education practitioners shift their mindset from merely raising the difficulties in enacting the mathematics curriculum to developing teaching modalities that can ease students' mathematics anxiety and increase their intrinsic motivation in learning mathematics.
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