شبكة المعلومات العربية التربوية

This paper examines the relationship between mathematics anxiety and students' performance, gender, length of the studies and postponed calculus courses in scientific faculties. The data were collected from Calculus 2 students at the Hashemite University during the academic Year 2015/2016. The student sample consisted of 179 students with both genders. The instrument of the study was Electromagnetics Mathematics Anxiety Rating Scale (EMARS), with subscales (usefulness, confidence, fear of asking for help, persistency). The modified EMARS instrument is a five-point Likert scale which consists of (15) items. To analyze the data, the researchers found correlations, means, standard deviations, T-value, and ANOVA. The results show that there was negative effect between mathematics anxiety and mathematics performance, also there were no gender differences in mathematics anxiety. In relation to length of the studies, faculty, and postponement, the study found that mathematics anxiety scores were significantly higher for seniors, information technology students, and for students that had postponed their mathematics studies. (As Provided)