Anwaril Hamidy, Ezi Apino, Fathur Rahman, Ishmatul Maula, Ahmad M. Syafi'I
Math anxiety is still an important issue in learning mathematics. Changing in learning activities such as online learning may affect this mental issue. Therefore, online learning readiness should predict math anxiety in online learning. This study aimed to examine the relationship between online learning readiness (OLR) and math anxiety (MA) in higher education and investigate the contribution of gender and characteristics of online learning (platform used, frequency, and condition of task) on the relationship. A regression model was used in this quantitative study. Data were taken from 197 students of the Islamic State Institute of Samarinda by using questionnaires. Simple linear regression and moderated regression analysis were used to answer the research questions. Findings reveal that the more OLR increases, the more MA tends to decrease. However, gender, online learning platform, task frequency, and condition did not significantly contribute to the relationship between OLR and MA. It suggests OLR should be considered to reduce MA in higher education. This study also suggests examining the relationship between OLR, MA, and mathematics achievements in online learning context. © 2024 Author(s).
Department of Mathematics Education, Faculty of Teacher Training and Education, UIN Sultan Aji Muhammad Idris Samarinda, Samarinda, Indonesia; Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia
