Student response to teacher performance: A review based on teacher's mathematics anxiety level

Abstract

This study aims to reveal the theoretical relationship between teacher mathematics anxiety and student responses to teacher performance in the learning process. This study involved two prospective mathematics teachers, which are HA and LA. HA has a prominent level of math anxiety, while LA has a low level of math anxiety. In addition, this study also involved sixty-four students who assessed the performance of HA and LA. The instruments used are questionnaires, tests, assignments, observations, and interviews. The data analysis technique used is descriptive analysis and chi-square test. The results of the descriptive analysis showed that 97% of students gave a positive response to the performance of LA, and only 76% of students gave a positive response to the performance of HA. In addition, the results of the analysis showed that the value of  = 45.86 > the critical value of   =3.84, which means that there is a significant difference in student responses to the performance of the two teachers. Based on the results of this analysis, it was concluded that students responded better to teachers with lower levels of math anxiety.