A Study on Mathematics Anxiety in School Students and the role of Teachers’ attitude and behaviour

Author(s)	Mr. Prince Walter, Dr. Geetika Nidhi
Country	India
Abstract	This study investigates the relationship between mathematics teacher attitudes and students’ mathematical anxiety in a primary school classroom. The research employed a descriptive classroom-based design with a sample of 30 students aged 9–12 years. Two instruments were used for data collection: the Mathematics Teacher Attitude and Behaviour Scale (MTABS) and the Mathematics Anxiety Scale (MAS). Descriptive statistics and Pearson’s correlation analysis were used to analyze the data. Results indicated a moderate level of mathematical anxiety among students. Students generally perceived their teacher’s behaviour positively. The correlation analysis revealed a weak negative relationship between teachers’ behaviour and students’ mathematics anxiety. The findings suggest that although positive teacher behaviour may contribute to reducing anxiety, mathematical anxiety is influenced by multiple psychological and contextual factors.
Keywords	Mathematics Anxiety, Teacher Behaviour, School Students, Teacher Attitude
Field	Sociology > Education
Published In	Volume 8, Issue 2, March-April 2026
Published On	2026-04-10
DOI	https://doi.org/10.36948/ijfmr.2026.v08i02.73023

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