Asian Journal of Education and Social Studies

Mathematics anxiety is a pervasive psychological construct that negatively influences students’ academic performance, self-confidence, and engagement in mathematical learning. The present study examines the level of mathematics anxiety among high school students and explores its variation across selected demographic variables. A descriptive survey method was employed, and data were collected from a randomly selected sample of 300 Grade IX students studying in high schools in and around Karaikudi, Sivaganga District, Tamil Nadu, India. The Mathematics Anxiety Scale was used as the primary instrument for data collection. Descriptive statistics, including mean and standard deviation, along with inferential analysis using the t-test, were applied to analyze the data. The results indicate that a majority of students experience moderate to severe levels of mathematics anxiety. A statistically significant difference in mathematics anxiety was observed only with respect to the type of school management (government and private). No significant differences were found in relation to gender, locality (rural and urban), or medium of instruction (Tamil and English). These findings suggest that institutional factors may exert a greater influence than demographic variables in shaping students’ emotional responses to mathematics. The study concludes by emphasizing the need for learner-centred pedagogical practices, supportive classroom environments, and inclusive instructional strategies to mitigate mathematics anxiety and promote positive attitudes toward mathematics learning at the high school level.