Numbers unnerve: Exploring mathematics anxiety among college students in rural academia

Mathematics anxiety is a complex psychological phenomenon that hinders students’ ability to perform, engage, and persist in mathematics-related tasks. This study aimed to assess the levels of mathematics anxiety among college students and determine whether significant differences exist based on their demographic profiles, specifically gender, age, and career path. Grounded in a descriptive-correlational research design, the study surveyed students enrolled in a state university using the Mathematics Anxiety Rating Scale (MARS-30), a standardized instrument designed to measure dimensions of anxiety, including test-related anxiety, academic and classroom activity anxiety, everyday application anxiety, and social and performance anxiety. A total of respondents were selected through stratified random sampling to ensure equitable representation across groups. Descriptive statistics were employed to determine the extent of students’ anxiety, while ANOVA was utilized to test the significance of differences across demographic categories. Results indicated that students generally experience moderate levels of mathematics anxiety across most domains, with the highest anxiety linked to test-related situations and the lowest in everyday mathematical applications. Furthermore, statistically significant differences were observed in mathematics anxiety when grouped by gender, age, and career path, suggesting that personal and academic contexts may shape students’ emotional and cognitive responses to mathematics. These findings imply that mathematics anxiety is not a one-size-fits-all issue; rather, it is shaped by situational and identity-related factors that influence how students perceive and perform in mathematical contexts. The study’s implications suggest a need for greater awareness among educators and institutions regarding the varied sources and manifestations of mathematics anxiety. Recognizing that demographic variables influence anxiety levels can inform more inclusive pedagogical strategies and student-centered learning environments. In conclusion, while mathematics anxiety remains a persistent challenge in education, understanding its contextual and demographic underpinnings provides a foundation for targeted interventions and support systems. Future research is encouraged to explore longitudinal patterns of mathematics anxiety and evaluate the effectiveness of tailored instructional approaches in reducing anxiety and improving student outcomes across diverse populations.