A Study of Mathematics Phobia among Elementary School Students and Its Causes & Contributing Factors

Mathematics phobia is a condition characterized by persistent fear, anxiety, and avoidance of mathematics-related activities, and it has become a major obstacle to effective educational practice at the elementary level. Early experiences with mathematics play a significant role in shaping students’ attitudes, which not only affect academic performance but also long-term educational outcomes. Despite the importance of mathematics, many elementary-level students experience fear and anxiety related to mathematics, which is known as Mathematics phobia. This condition often leads to avoidance of mathematical tasks, low self-confidence, and poor academic performance. The aim of this study was to assess the level of Mathematics phobia among elementary school students, to study the differences based on gender and school type, and to identify the causes of this phenomenon. A descriptive survey method was adopted in the study. The sample consisted of 160 students of classes VII and VIII of government and private schools in Bhopal, Madhya Pradesh, in which there were equal numbers of boys and girls students. Data were collected using the Mathematics phobia Questionnaire (MPQ), which was developed by the researcher, while semi-structured interviews were also conducted to better understand the students’ experiences and perceptions. The results showed that the students in the sample had moderate levels of Mathematics phobia: 25% of the students had above-average phobia, 50% had average levels, and 25% had below-average phobia. Statistical analysis revealed that there was no significant difference in Mathematics phobia between boys and girls students, indicating that both genders were equally affected at this level. However, significant differences were found by school type, with students in government schools having higher levels of Mathematics phobia than those in private schools. The interviews revealed that the main causes of Mathematics phobia included low self-esteem, phobia of making mistakes, uniform and teacher-centered teaching methods, test pressure, and negative previous experiences with teachers. This study emphasizes the importance of timely identification and intervention of Mathematics phobia. It highlights the importance of supportive teaching methods, teacher training, and student-centered teaching strategies to promote positive attitudes toward mathematics and improve academic outcomes. Keywords—Mathematics phobia, Elementary school students, Government and private schools, Causes & Contributing Factors.