The Impact of Positive Attitude on Motivation, Anxiety, and Mathematical Performance Among Lower Secondary Students in Karachi, Pakistan
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https://doi.org/10.5281/zenodo.17344607Abstract
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This study investigated the motivation, anxiety, and mathematical performance as predictors of students’ positive attitude toward learning mathematics. While several challenges influence students’ performance, their unfavourable attitude toward mathematics has been recognised as one of the most significant barriers. Using the correlational study, the data was gathered from the students enrolled in grades 6, 7, and 8 from the public and private schools in Karachi, following the Catholic Board of Education Karachi (CBEK). The findings of the study revealed a significant correlation between motivation, anxiety, and the mathematical performance of students. The results offer several implications for educators, school leaders, and curriculum developers. Mathematics teachers must prioritise fostering positive classroom experiences by incorporating interactive teaching strategies, real-life problems, and constructive feedback. Such practices enhance students’ attitudes toward mathematics, reduce anxiety and enhance motivation. School management should foster such a climate where mistakes are treated as learning opportunities. Continuous training for mathematics teachers about digital tools and mathematics applications, and simulations must be provided. Curricula must integrate activities such as gamified learning, peer collaboration, and mathematics clubs.
Keywords:
Positive attitude, Students’ anxiety, Students’ Mathematical performance, Students’ motivationReferences
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