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Malaysian School Students’ Math Anxiety: Application of Rasch Measurement

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 Malaysian School Students’ Math Anxiety:
Application of Rasch Measurement Model

Mohd Rustam Mohd Rameli

mohdrustam98@gmail.com
Faculty of Education, Universiti Teknologi Malaysia, Johor Bahru, Malaysia.

Azlina Mohd Kosnin

p-azlina@utm.my
Faculty of Education, Universiti Teknologi Malaysia, Johor Bahru, Malaysia.

Abstract
Math anxiety is an affective psychological variable that could affect the life of
students significantly. In Malaysia, math anxiety is one of the factors influencing
mathematics performance especially among high school students. Addressing
math anxiety issue in education therefore is a necessary effort. However, lack of
previous study investigate the indicators of math anxiety specifically. Thus, this
study aims to identify the factors that indicate students’ math anxiety based on
the Parkinsons’ Four Factor Theory. A total of 111 secondary school students
were selected by using stratified sampling to become the respondents in this
study. The respondents were asked to complete the Math Anxiety Scale which
measure students’ appraisal, arousal, action tendencies and also face
expression throughout the process and situations in learning math. All the
collected data were analysed by using measure rank analysis by applying Rasch
Measurement Model to identify the rank of the four indicators of math anxiety.
Results show that within the four indicators of math anxiety, appraisal towards
external stimulus rank the highest while arousal rank the lowest. The results of
this study have great implications for teacher in identifying and dealing with
students experiencing anxiety in learning mathematics.

Keywords: Math anxiety, Appraisal, Action Tendencies, Arousal, Face Expression

1.0 Introduction
Students feeling of anxious towards mathematics is always been discuss as the exam-
oriented education system in Malaysian induce worries among students to get excellent grade.
According to Puteh (2002), the importance of mathematics is clearly emphasized in
development of school curriculum in any education system all over the world. The significance
of learning mathematics is always been related to its application in daily life despite of its roles
in the development of science and technology. The vast and fast advancement of technology in
Malaysia either in industry or commercial field lead to the high demand to produce competent
students in mathematics. The awareness to this demand makes many students to underestimate
their math ability and easily to feel anxious if they could not master the subject well.
Students’ emotion is one of the aspects that is emphasized in Malaysian National
Philosophy of Education. The important of emotion aspects is due to its close relationship with
motivation. Reeve (2005) mentioned that one’s emotion is related to his/her motivation which
emotion is one type of motivation that pioneer and drive one’s behaviour. Besides, emotion
acts as read-out system that determine one’s adaption process (Reeve, 2005). The strong
relationship between emotion and motivation could be explain by the roles of emotion as the
primary motivation system (Tomkins, 1962, 1963, 1984; Izard, 1991). Taking out emotion in
oneself is said to be equivalent as taking out one’s motivation (Reeve, 2005).

2.0 Background of Study

The teaching and learning process of mathematics is affected directly or indirectly by
the phenomenon of math anxiety experienced by the students. Math anxiety could be due to
negative past experiences or difficulties faced by students throughout the process of learning
mathematics (Puteh, 2002). Students who are experiencing math anxiety tend to not pursue
mathematics courses especially advanced math course, avoid from choosing a career that
required quantitative skills and also not prefer to teach math subject if become a teacher
(Hambree, 1990; Ho et al., 2000; Ma, 1999). Moreover, the highly anxious state lead to
avoidance from involvement with mathematics-related task (Anderson (2007).
The feeling of anxious and worry is a human basic emotion that has been identified
across culture boundary (Bodas and Ollendick, 2005; Engelhard, 2001). Research on anxious
feeling and achievement motivation has focus on specific aspect such as test anxiety (Hambree,
1988; Bodas and Ollendick, 2005) and math anxiety (Bandalos, Yates and Thorndike-Christ,
1995; Hambree, 1990). Previous study has reported the existence of negative correlation
between test anxiety and performance in the educational and career context (Ackerman and
Heggestad, 1997; Cassady and Johnson, 2002; Erden and Akgul, 2010; Hambree, 1998; Seipp,
1991).
Feeling of anxious is generally due to the worries towards specific situation. In the lens
of social-cognitive perspective, anxiety is defined as a state that overly predict the occurrence
of negative consequences that lead to worries (Bandura, 1997). Meanwhile, the term of math
anxiety in this study refer to the students’ state of anxious, worry and scare to deal with situation
that required them to apply mathematics knowledge and skills.
The aspect of emotion is also a fundamental element in learning process as it’s could
persist students’ momentum of attention in the classroom. The existence of uneasy feeling in
students will eventually affect their capacity in receiving information given by the teachers. As
in learning mathematics, affective elements such as feeling of anxious could give significant
impact to students’ performance. This situation align with previous review reported that more
than half of the contributing factors to students’ academic achievement as well as mathematics
performance are related to affective variables such as math anxiety (Suinnn and Edwards,
1982).
The practice of Malaysian education system still focus on students’ result in
examination where the performance rely much on the examination mark and only small
percentage of project mark. This practice therefore will makes students to feel uneasy and
anxious as they face challenges to get excellent result. In addition, the culture of Malaysian
community still perceive academic achievement as the indicator of one’s success which induce
anxious feeling in the students. Research on students anxiety in learning has been carried out
in different context such as different domain specific (Hanna, Shevlin and Dempster,2008;
Osborne 2001), different group of sample (Miller and Bischel, 2004; Osborne, 2001; Ma and
Xu, 2004) and also different sources of anxiety (Ansari, 2009; Lavasani, Hejazi, Varzaneh,
2011;Vitasari et al., 2010) . However, lack of study explore the constructs to trace anxious
feeling experienced. Besides, no strong underpinning theory used in guiding and explaining
the results of the previous study which makes the findings less reliable. In addressing these
issue, this study was carried out to identify students’ math anxiety and its indicators based on
the Parkinson’s Four Factors of Emotion Theory.
2.1 Theoretical Perspectives
Parkinson’s Four Factors of Emotion Theory (Parkinson, 1995) which based on
the indicators in identifying one’s emotional experience has significant basis in
explaining the indicators of math anxiety felt by the students. The feeling experience
by an individual in daily life is the consequence to the assessment towards a situation
they involve in. Parkinson argue that emotion display expressed by an individual has
transmittable reaction to others. To those whore not aware, they will accept the emotion
without considering the consequences. Results of Parkinson (1995) analysis on the
various factors that is being hypothesized to be related to one’s emotional experience
found that there are four different components in indicating emotional experience (refer
to Figure 1).
Appraisal towards situation or external stimulus is the most significant
component emphasized in the Parkinson’s Four Factors of Emotion Theory. This
component also closely related to the other three components. Appraisal to the
situation/stimulus can cause one’s to experience positive or negative emotion. The
second component is arousal. According to Deckers (2001) arousal can be divided into
physiological arousal, cognitive arousal and psychological arousal. The arousal factor
in the Parkinson’s Theory (1995) refer to the physiological arousal which is due to the
feeling activation that cause reaction of body changes (Deckers, 2001). Automatic
nerve system must be stimulated first before an emotion could be feel. Meanwhile, face
expression is also the component to identify the types of emotion experience as it is
easily detected expressive behaviour (Laird, 1974). The last component in Parkinson’s
theory is action tendencies which related to the one’s immediate action in reacting to
situation. Align with the stimulus theory (Cannon, 1929) explain the experienced
emotion will drive the intention and the readiness to acts in certain ways. For instance,
the person who are mad will perceive the threatening act while the scared person will
perceive the action to withdraw.

Stimulus

Appraisal

Arousal Face Action

Expression Tendencies

Emotion
Experience

Figure 1 Relation between components that indicates one’s Emotion Experience

(Adapted from Parkinson and Colman, 1995)
3.0 Research Objectives
Based on the above mentioned issue regarding the importance of learning mathematics
and the significant roles of emotion in learning, this study was carried out to identify students’
math anxiety. The specific objectives of this study is to identify the hierarchy of the components
in determining math anxiety based on the Parkinson’s Four Factors of Emotion Theory.

4.0 Methodology
This survey is conducted to the 111 secondary school students. Specifically, the sample
was Form Four student comprises of students from 6 schools in the three districts in Johor state
who were selected by using stratified sampling. The instrument used is self-developed math
anxiety scale which has been develop based on the Parkinson’s Four Factor of Emotion Theory
(1995) (Mohd Rustam, 2012). The questionnaire consist of four constructs which are Appraisal
(8 items); Arousal (5 items); Face Expression (4 items) and Action Tendencies (7 items). The
students were required to give their agreement on each item based on the four-point scale (1:
Strongly Disagree - 4: Strongly Agree). The questionnaire has been piloted and analysed by
using rasch measurement model (refer Table 1).

Table 1 Instrument Reliability Analysis

No. Aspect Value Implication
1 Croanbach Alpha Coefficient 0.91 Accpeted
2 Rasch Reliability Coefficient for the Constructs of 0.95 Excellent
Appraisal
3 Rasch Reliability Coefficient for the Constructs of 0.84 Good
Arousal
4 Rasch Reliability Coefficient for the Constructs of Face 0.94 Very Good
Expression
5 Rasch Reliability Coefficient for the Constructs of 0.92 Very Good
Action Tendencies
6 Rasch Reliability Coefficient for Overall Item 0.96 Excellent

Item measure mean analysis has been applied to determine the measure for each
constrcuts. Besides, the measure mean for each construct were then rank to produce the
hierarchy of the components in identifying math anxiety based on the Parkinson’s Four Factors
of Emotion Theory.

5.0 Result
The measure mean for all of the four constructs were distribute widely (measure range
-3.06 – 4.38) (refer Table 2). Specifically, three out of the top four lowest measure items are
the items measuring the component of appraisal towards situation (item 4: I will feel anxious
once I see the question asked is different with what regularly asked questions; measure = -1.32;
item 5: My previous moderate math achievement makes me worry to learn this subject;
measure = -1.15; item 6: I feel worry when I lack of skills to learn math topic that involve
complex formula; measure = -0.84). Meanwhile one item of face expression construct placed
in the top four lowest measure mean (item 14: I will frown my forehead when I could not
answer math question asked by teacher; measure =-1.21)
 Table 2 Item Measure Analysis for the Indicators of Math Anxiety
No. Indicators Item Measure
1 Appraisal 1. I feel worry when learn math concept that involve 0.00
towards many symbols
External 2. I feel worry when think of the good examination 0.32
Stimulus result as the criteria in the selection process to the higher
education level
3. Math teachers who likes to ask questions to the -0.38
students makes me feel worry
4. I will feel anxious once I see the examination -1.32
question asked is different with what regularly asked
5. My previous moderate math achievement makes me -1.15
worry to learn this subject
6. I feel worry when I lack of skills to learn math topic -0.84
that involve complex formula
7. I feel worry when see my friends looks anxious 0.95
before enter the examination room/hall
8. I feel worry to miss the math lesson if I do not go to -0.64
the school
Measure Mean for Appraisal towards External -3.06
Stimulus
2 Arousal 9. My head feeling hurt to answer tough math questions 0.95
10. My heart beating fast when teacher asks me how 0.10
good am I in certain math topic
11. I will daydream if I could not answer math 1.74
examination questions
12. My palm sweating when asnwering math 0.89
examination questions
13. My hands trembling before answering math 0.70
examination questions
Measure Mean for Arousal 4.38
3 Face 14. I will frown my forehead when I could not answer -1.21
Expression math question asked by teacher
15. My face feeling hot when sitting for math -0.66
examination
16. My face is easily sweating before math examination 0.16
begin
17. I will snap-lip because I worry that I could not 0.27
understand the math topic teach by teacher
Measure Mean forFace Expression -1.44
 No. Indicators Item Measure
4 Action 18. I will keep silent during mathematics class because 0.32
Tendencies I scared to be asked math question
19. I will play with pen (others objects) when I could 0.70
not answer math question during the examination
20. I will look at my other friends when could not -0.13
answer math questions given by the teacher
21. I always go to the toilet during math class to avoid 0.99
from being ask a question
22. I will try to complete the math examination faster -0.57
before other students done
23. I always skip math class -0.82
24. I will move to the hidden position during math class -0.38
Measure Mean for Action Tendencies 0.11
Overall Measure Mean for Math Anxiety -0.01

Based on the calculated measure mean logit for each indicators, the hierarchy of
components for math anxiety shown as in Figure 2. The components of appraisal rank highest
while the arousal rank lowest.
More Dominant Indicator

APPRAISAL
MEASURE=-3.06

FACE EXPRESSION
MEASURE=-1.44

ACTION TENDENCIES
MEASURE=0.11

AROUSAL
MEASURE=4.38

Figure 2 Hierarchy of Components for Math Anxiety

The position of item measure in the person-item map as presented in Figure 3 show the
distribution of the measure for each item. It is clear that the item measuring appraisal
component posit at lower place as compared to others three components.
 PERSON - MAP - ITEM
<more>|<rare>
2 +
| AR2
|T
|
X |
1 + AR1 AT4 AP7
T|S AR4
XX | AR5 AT2
X | AT1 AP2
X | AR3 FE3
0 XXXXX +M FE4 AP1
XXXX | AT3
XXXX S| AT7 AP3
XXXXX | AT5 FE2 AP8
XXXXXX |S AT6 AP6
-1 XXXXXXXX +
XXXXXXXX | FE1 AP5
XXXXXXXXXXX | AP4
XXX M|T
XXXXXXXXXXXX |
-2 XXXXXXXX + Abbreviation Components
XXX | AP Appraisal
XXXXX | AR Arousal
XX | FE Face Expression
XXX S| AT Action Tendencies
-3 XXX +
XXXXXX |
X |
XX |
X |
-4 X T+
|
X |
|
X |
-5 +
|
|
X |
|
-6 XX +
<less>|<frequ>
|
Figure 3 Person-Item Map
6.0 Discussion
Mathematics is a compulsory subject to be taken by all the upper secondary school
students in Malaysia no matter of their stream (science, arts, account, religious, technical and
vocational, geography etc.). Even though the students’ stream is not become the focus of the
study but the findings showed that the respondents who comes from various stream experience
math anxiety. This findings is align with the result of the study done by Siti Hamad and Rohani
(2010) which reported that Malaysian students perceived higher level of math anxiety than
Tanzanian students. This situation in general indicates that Malaysian students experiencing
math anxiety.
Math anxiety among Malaysian students could be explain from the social perspective
view where the culture of the community expect high on students’ academic achievement. The
high expectation and hope from parents and teachers and the competition among students in
normative assessment is the common contributing factors of math anxiety (Ho et al., 2000).
Putting high expectation, hope and competition is the regular practice in the Asia country
community. Not suprisingly, study by Lee (2009) which involve 41 participating country
reported that students from Asia country like Korea, Japan and Thailand perceived relatively
higher level of math anxiety as compared to Europe or West country students.
The exam-oriented education system applied in Malaysia is also give pressure to the
students to score good grade in mathematics. Students will feel worry if they are unable to
perform well in mathematics since mathematics is one of the determinant subject in selecting
students to higher education level. This align with the study finding where the item related to
the instrumentality of examination result is among the item with high measure score. This can
be explain due to the respondents of this study will sitting for National Education Certificate
(Sijil Pelajaran Malaysia) where their future is depend much on the result of this assessment.
As reported by Siti Hamad and Rohani (2010), senior students perceived higher level of math
anxiety as compared to the junior as the senior experience more pressure to excel in
mathematics.
The use of Parkinon’s Four Factor of Emotion Theory in this study give a clear picture
on the indicators in identifying the existence of math anxiety experienced by students. Then
mean rank of measure mean for the four measured components showing that within the four
indicators of math anxiety, appraisal towards external stimulus rank the highest (measure
mean=-3.06) while arousal rank the lowest (measure mean=4.38). The measure value for all
the items measuring the component of appraisal towards situation/external stimulus were
relatively low with six out of eight items has positive measure (≤ 0.00). Specifically, the two
highest mean item for the appraisal component are the items related to the students’ appraisal
towards assessment (questions and achievement) which is students value the results and the
content of the assessment. This situation align as Bonaccio and Reeve (2010) mentioned about
the difficulty and the importance of assessment result as the two main sources of test anxiety.
The two dimension of anxiety which are emotionality and worry should be take into
account to compare comprehensively the indicators of math anxiety included in the Parkinson’s
Four Factor of Emotion Theory. Emotionality is refer to the perceived psychological reaction
such as autonomic reaction or somatic reaction (feeling uncomfortable and tension) (Liebert
and Morris, 1967; Morris, Davis and Hutchings, 1981; Schwarzer, 1984). Emotionality could
be explain through physiological reaction experience during the assessment. The physiological
reaction includes the increase of heart beat rate, headache, nausea and panic (Deffenbacher,
1980; Hembree, 1988; Morris, Davis and Hutchings, 1981).
Meanwhile, the dimension of worries is refer to the cognitive aspect related to test
taking and achievement such as negative expectation. Feeling of worry is the component of
anxious that has strong, negative and consistent relationship with achievement as it said to be
the primary predictor of performance (Bandalos, Yates and Thorndike-Christ, 1995;
Deffenbacher, 1980; Hembree, 1988; William, 1991). Moreover, worry is related to the
cognitive element of math anxiety which refer to the cognitive reaction towards the situation
of before, during and after assessment.
The findings of this study regarding the hierarchy of math anxiety showed that measure
mean value for the component of appraisal (dimension of worry) is higher than the others three
components which represent the dimension of emotionality (arousal, face expression, action
tendencies). This is parallel with the argument said that the dimension of worry is the primary
predictor of performance as compared to dimension of emotionality. Moreover empirical
evidence proved that the level of one’s emotionality level is affected by the level of worry
(Morris et al., 1981; Schwarzer, 1984). Therefore, the hierarchy produced is align with the
primary roles of appraisal (dimension of worry) in determining one’s emotional experience.

7.0 Conclusion
The findings of this study implies that all the four components in the Parkinson’s Four
Factor Theory acts as the indicator to identify one’s emotional experience (math anxiety). The
component of appraisal towards situation or external stimulus is the most importance
component and has significant effect on one’s emotional experience. However at the same
times, the emotional experience is affected secondarily by body reaction, face expression and
action tendencies. As Parkinson (1995) placed the component of appraisal in the highest
hierarchy but he not perceived appraisal with others component as separate absolutely.
The implication of this study is teacher should be aware that the physical appearance
and perceived behaviour is not the main indicators to identify students’ anxious feeling.
Teacher should know and make an effort to understand how their students appraise and assess
all the situation regarding the process of learning mathematics. In sum, anxious feeling in
learning math is one of the emotional experience by students. As emotion will drive one’s
intention and willingness to execute correspond behaviour (Reeve, 2005), this affective
variables should be given emphasized to ensure it will not become the hindering factors for
students to learn mathematics.

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Author(s):
Mohd Rustam Mohd Rameli
mohdrustam98@gmail.com
Faculty of Education, Universiti Teknologi Malaysia, Johor Bahru, Malaysia.

Azlina Mohd Kosnin

p-azlina@utm.my
Faculty of Education, Universiti Teknologi Malaysia, Johor Bahru, Malaysia.

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