Abstract

The present study focuses on exploring students’ perceptions of mathematics anxiety, mathematical aptitude, and their level of happiness while learning mathematics, particularly in relation to real-world applications. Mathematics is an essential subject that plays a significant role in both academic achievement and everyday life. However, many students develop fear and anxiety toward mathematics, which negatively affects their confidence, interest, and performance. The study adopts a qualitative research approach and is based on data collected from a sample of 20 students. Various tools such as a mathematics test, interview schedule, and observation method were used to gather detailed information about students’ experiences, attitudes, and behaviours toward mathematics. The mathematics test was used to assess the level of mathematical aptitude, while interviews helped in understanding students’ feelings of anxiety, confidence, and happiness. Observation provided insights into students’ participation, behaviour, and engagement during mathematical activities. The findings of the study reveal that students who experience high levels of mathematics anxiety tend to show low performance, hesitation, lack of confidence, and avoidance behaviour. On the other hand, students with low anxiety demonstrate higher mathematical aptitude, better conceptual understanding, active participation, and positive attitudes toward mathematics. The study also indicates that emotional factors such as happiness and satisfaction play a crucial role in enhancing students’ learning outcomes. Furthermore, the study highlights the importance of real-world application of mathematics. Students who are able to relate mathematical concepts to daily life situations show greater interest, motivation, and understanding. Such students are more confident and engaged in learning activities compared to those who do not see the practical relevance of mathematics. In conclusion, the study emphasizes that mathematics learning is influenced not only by cognitive abilities but also by emotional and environmental factors. Reducing mathematics anxiety, promoting positive learning experiences, and integrating real-life applications into teaching can significantly improve students’ performance and attitudes toward mathematics. The findings of this study provide useful insights for teachers, educators, and curriculum planners to develop effective teaching strategies that support students’ overall mathematical development.