The relationship between anxiety, working memory and achievement in mathematics in grade 5 learners : a case study of Tshepisong schools

Abstract

This study investigated the relationship between anxiety, working memory and achievement in mathematics in grade 5 learners at Tshepisong schools. A sample of 300 grade 5 learners from Tshepisong schools was selected using convenience sampling. The relationship between anxiety, working memory and achievement in mathematics were theoretically deliberated using the deficit theory and the two-component theories. The study adopted a quantitative approach that involved a correlational survey design. There were four research questions, and two hypotheses were tested at 5% level of significance. Data were collected using working memory and mathematics achievement tests, mathematics anxiety questionnaires and memory booster activities. These instruments were developed by the researcher. The reliability of mathematics anxiety questionnaire, determined using Cronbach’s alpha, was found to be 0.716. The reliability of mathematics achievement test and memory booster activities determined using Pearson correlation coefficient was found to be 0.985 and 0.985, respectively. The results indicated that mathematics anxiety compromises the working memory capacity by causing intrusion thoughts and anxiety. This culminates into a reduction in mathematics achievement. The study recommended that instructional strategies such as use of visual strategies, explicitly teaching the mathematics vocabulary of a concept, and mental mathematics strategies must be implemented to reduce mathematics anxiety and developing intervention programs to address learners with high levels of mathematics anxiety.