Journal of Advances in Mathematics and Computer Science

Math anxiety (MA) a significant non-cognitive barrier that hinders participation in STEM fields and academic performance is recognized on a global scale. Tension and anxiety are common psychological phenomena that cause working memory to be depleted which leads to quantifiable performance impairments in mathematical performance. This quantitative cross-sectional study investigated the relationship and expected effects of mathematics anxiety (MA) on mathematics performance (SA) among Senior High School (SHS) students in Ghana. A structured survey design was used to collect information from a sample of 300 SHS students. The methodological approach employed reliability analysis (MA α=0.869; SA α=0.954), descriptive statistics, Pearson product-moment correlation and simple linear regression to develop the predictive model. The instruments displayed excellent internal consistency and students reported moderate MA levels (Mean=2.52) in contrast to relatively high SA levels (Mean = 3.22). r(298)=-0.276,p<.001 indicated a significant negative correlation between MA and SA. Regression analysis showed that MA was a statistically significant predictor of SA (F(1,298) = 24.558,p < .001) and explained 7.6% (R²=0.076) of the variation. A 0.318 unit drop (β= -0.276) in mathematical performance is anticipated for each unit increase in MA according to the results which demonstrate a significant negative impact. In the Ghanaian SHS context MA is a reliable and statistically significant negative predictor of mathematical performance thereby providing empirical support for the working memory interference theory. The results have significant policy implications requiring the adoption of necessary customized therapies focused on cognitive reappraisal and emotional regulation in addition to pedagogical adjustments meant to lessen anxiety-inducing teaching strategies.