Vol. 7, Issue 1, Part A (2025)

This dissertation looks at the issue of math anxiety in students, highlighting its root causes and reviewing different teaching methods that aim to ease this problem. Using a mixed-methods approach, the study gathers both qualitative and quantitative data, including student surveys on anxiety levels, interviews with teachers about their teaching styles, and academic performance data in math before and after applying specific interventions. The results show that factors like bad past experiences, societal stereotypes, and teaching methods greatly affect students' anxiety. Additionally, methods that support students, like group learning and techniques that lower anxiety, were shown to significantly boost student performance and decrease anxiety. The importance of these findings extends beyond educational psychology; they also affect healthcare since high anxiety can harm overall well-being and school success. Tackling math anxiety can therefore be a proactive step to improve students' mental health. This study supports the addition of effective teaching strategies into school programs, aiming to create a more supportive learning space that lessens anxiety-related challenges to success. By addressing math anxiety, educators and policymakers can also positively impact wider health outcomes, fostering both mental strength and academic success in students.