The effect of mathematics anxiety, question complexity and time pressure on mathematics performance

Mathematics anxiety (MA) refers to the feeling of tension, panic and helplessness an individual can feel when asked to complete a mathematic task, often leading to poor mathematic performance. Research has also demonstrated that increased mathematic question complexity and the introduction of time constraints can have a negative impact on mathematic performance. The aim of this thesis was to research the impact that MA, question complexity and time constraints can have on mathematic performance in different examination environments. This thesis also considers recent developments in educational practices, particularly those emerging from post-pandemic shifts in learning and assessment. In light of these changes, two experiments were conducted: Experiment 1 was administered online, and Experiment 2 was conducted in person. In both studies, participants' MA levels were assessed before they completed eights sets of mathematic questions that varied in complexity and were presented either with or without time constraints. Results from Experiment 1 indicated that time constraints significantly reduced mathematic performance, particularly for individuals with high MA, and this effect was most evident on simple math problems. In contrast, Experiment 2 showed that time constraints continued to impair performance, especially on complex questions; however, no significant performance differences were found between high and low MA groups. The findings highlight the importance of understanding the influence of environmental and contextual factors in mathematic performance outcomes.