Working Memory Capacity and Mathematics Anxiety of Mathematics Undergraduate Students and Its Effect on Mathematics Achievement

Abstract

This quantitative study aimed the first to investigate the working memory capacity and mathematics anxiety of mathematics undergraduate students based on differences in sex and grade. The second to know the effect of working memory capacity and mathematics anxiety on mathematics achievement. The t-test and MANOVA-test were used to answer the first aim of the study and the multiple linear regression test was used to answer the second aim. A total of 90 students participated in this study which was obtained by cluster random sampling. The results showed that the working memory capacity of male students was greater than female students. The working memory capacity of first-year students was greater than the second and the third-year students. While there was no difference in students' mathematical anxiety seen from the difference in sex and grade. Based on multiple linear regression test, there was a significant negative effect of mathematics anxiety on mathematics achievement. This result illustrated that the higher mathematics anxiety the lower the mathematical achievement. The results of this study indicated that one importance factor to improve the mathematics achievement of mathematics undergraduate students, can be done by finding a strategy to reduced the level of mathematics anxiety.

Keywords

• working memory capacity,mathematics anxiety,mathematics achievement,mathematics undergraduate students

Supporting Institution

DRPM KEMENRISTEKDIKTI (Directorate of Research and Community Service )

Project Number

193

Thanks

This article is one of the research results (Fundamental Research grant scheme) funded by DRPM. Therefore, the researchers would like to thank DRPM KEMENRISTEKDIKTI for funding this research and Unesa that have provided assisted. Thank you also goes to the reviewer who gave feedback and suggestions.

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