Mathematics anxiety of Grade 11 learners in trigonometry in Vhembe West District, Limpopo Province

Abstract

Mathematics anxiety is a significant problem to learners’ academic performance and engagement, particularly in topics such as trigonometry. In grade 11 classrooms, these challenges are often intensified, yet limited research has examined factors influencing learners’ experiences. This study explored mathematics anxiety among Grade 11 learners studying trigonometry, focusing on personal, environmental, and behavioral factors. Data were collected using a pragmatic paradigm and an exploratory sequential mixed-methods approach, (both qualitative and quantitative). The research involved 40 learners and two mathematics teachers from two schools. Data collection instruments included researcher-developed questionnaires, interviews, classroom observations, and a diagnostic test. Qualitative data were analyzed thematically, while quantitative data were processed using Microsoft Excel. Findings indicated that mathematics anxiety manifested through behavioral, emotional, and social responses such as fear, task avoidance, and low classroom participation. Key contributing factors included socio-emotional reactions, performance-related challenges, and teacher-centred instruction. However, strategies like learner-centred teaching, positive teacher-learner relationships, and supportive classroom environments were found to help reduce anxiety. The study recommends professional development for teachers and increased support from the Department of Basic Education to promote anxiety-reducing learning environments and improve learners’ performance in mathematics.