Abstract
Mathematics anxiety remains a persistent problem affecting students’ learning outcomes at the secondary school level. Mathematics anxiety is an affective factor that significantly influences students’ success in learning mathematics. The level of mathematics anxiety is seen as the result of the interaction between various internal and external factors, including the characteristics of the learning content and the teacher’s teaching style. This study aims to analyze the interaction between mathematics content and the teacher’s teaching style in predicting students’ levels of mathematics anxiety. The study used an ex post facto design involving 64 students, consisting of 32 grade XI science students and 32 grade XI social students. Data were collected through a mathematics content test and a validated mathematics anxiety questionnaire. Data analysis was conducted using a two-way ANOVA test to examine the main effects and interactions between independent variables on mathematics anxiety. The results of the analysis showed a significant interaction between digital technology-based mathematics content and the teacher’s teaching style on students’ levels of mathematics anxiety [p < 0.05]. This finding indicates that variations in mathematics anxiety are not determined by a single factor, but by a combination of content characteristics and the teacher's pedagogical approach. Implications: The results of this study provide an empirical basis for the development of adaptive and evidence-based mathematics learning strategies to reduce students' mathematics anxiety.
Keywords: Digital Technology, Mathematical Anxiety, Mathematics Content, Teacher Style.