Exploring Mathematics Anxiety and Achievement: Insights from a Coeducational Secondary School in the Turks and Caicos Islands

Mathematics anxiety (MA) is currently recognised as a significant area of study within the field of mathematics education. This cross-sectional survey research explored the prevalence of MA, its impact on mathematics achievement, and resulting MA-mathematics achievement profiles among 70 Form 4 students (aged 15–16) in a coeducational secondary school in the Turks and Caicos Islands (TCI). Data were collected using the Modified Abbreviated Math Anxiety Scale (mAMAS) and a mathematics achievement test. Descriptive statistics, ANOVA, and Spearman Rank correlations were employed for analysis. Results indicated mostly moderate anxiety levels, with 16% reporting high MA. There were no significant differences in mathematics achievement across different MA levels, and a small, nonsignificant negative correlation was observed between MA and achievement. Various profiles emerged, highlighting a complex relationship. Further research is warranted to explore the relationship between MA and mathematics achievement, as well as other factors that may more strongly influence students’ mathematics achievement than MA. These foci may be helpful to educational stakeholders such as teachers and policymakers in planning to improve student mathematics achievement in the TCI.