Investigating the Impact of Teacher Anxiety and Stereotypical Thinking on Spatial and Mathematical Education in Malaysia
Year: 2024
Type: article
Study design: Observational Study
Abstract: This research is a case study of teacher anxiety and stereotypical beliefs' impact on spatial-mathematics education in Malaysia. It also examines how these variables are related to the quality of instruction, teacher retention, and student outcomes. In this study, 246 math and spatial education teachers and an average of seven students from 650 representative primary and secondary schools in Malaysia were included in the research. This uses both qualitative and quantitative methods. Results: It was concluded that when it comes to maths education, low teacher anxiety is considered very important on the level of effective teaching, and student-engaged Ness had a significant role in isolating gender differences. These results indicate a need to develop interventions to reduce teacher anxiety and gender stereotyping, elements that may contribute toward an inclusive classroom that supports learning. These actions are vital to the progress of student performance and the hunting of educational equity in Malaysia.
Author: Rathaletchumy Kandasamy
Institution: Universiti Utara Malaysia
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4404004265