Is Mathematics Anxiety Related to Mathematics Learning Outcome? A Meta-Analysis Suci Tawaldi a,1), Elah Nurlaelah b,1), Dadang Juandi c,1), Suparman d,1)
Department of Matemathics Education, Universitas Pendidikan Indonesia.
Abstract
This study aims to examine the relationship between mathematics anxiety and mathematics learning outcome, and explore some potential factors such as education level and demography moderating heterogeneity of the relationship between mathematics anxiety and mathematics learning outcome. Meta-analysis by selecting the random effect model was employed to conduct this study. The Q Cochrane test and Z test supported by Comprehensive Meta-Analysis (CMA) were used to analyze data. Literature search using some database such as ERIC, Semantic Scholar, and Google Scholar found 73 documents, and literature selection established 10 documents in journal articles published in period of 2015 - 2020 and indexed by Scopus and Google scholar. The results showed that mathematics anxiety and mathematics learning outcome had a weak negative relation (r = -0,038). Moreover, mathematics anxiety not significant related to mathematics learning outcome. Furthermore, students^ education level and students^ demography were not the significant factors moderating the heterogeneity of relationship between mathematics anxiety and mathematics learning outcome
