MathAnxFactorsBD

This CSV dataset comprises responses from 340 Bangladeshi students at the secondary and higher secondary education levels, aimed at exploring the psychological, cognitive, and environmental factors influencing Mathematics Anxiety (MA). Data were gathered using a structured questionnaire via both online and face-to-face methods to ensure broad inclusion across urban (68.2%), suburban (15.3%), and rural (14.7%) regions.

Participants predominantly fell within the 20–21 age range, with 38.2% aged 20 and 27.4% aged 21, and the gender distribution was fairly balanced (53.8% female, 46.2% male). A significant portion of respondents (61.5%) reported having at least one parent with university-level education, while 32.9% had parents with secondary-level education.

The dataset captures 10 psychometric constructs related to math anxiety through a 5-point Likert-scale, with each construct measured via 4 to 6 items. These constructs include:
1. Mathematics Anxiety
2. Low Self-Efficacy
3. Attitude Toward Mathematics
4. Lack of Perceived Teacher Support
5. Poor Classroom Environment
6. Negative Parental Influence
7. Negative Past Experiences
8. Cognitive Challenges
9. Lack of Motivation
10. Test Anxiety

Key findings include:

27.1% reported feeling nervous when solving math problems.
33.8% lacked confidence in their ability to learn math.
42.9% did not feel satisfaction when solving math problems.
37.6% perceived insufficient encouragement from their math teacher.
39.4% rated their classroom environment as unconducive to math learning.
40% felt pressure from parents to excel in mathematics.
34.7% experienced anxiety before math tests.

This dataset provides valuable insights into the multifactorial nature of mathematics anxiety and serves as a resource for further educational, psychological, and policy-level research in the Bangladeshi context.