Student anxiety toward mathematics as a factor in the choice of the scientific or the literary study track in Saudi Arabian secondary education in Jazan

This study unfolded the issue of mathematics anxiety. It also illustrated the different feelings attached to mathematics anxiety and explained how these feelings affect the process of mathematical learning as well as mathematics achievement. It also pointed how mathematics anxiety may limit the choices of a student's future career in a world heavily based on advanced mathematical and technological bases.;This research carefully examined the level of mathematics anxiety among 10th grade Jazani students who enrolled in Saudi Arabian secondary education system, and found the relationship between such anxiety and their later choice of a scientific or literary higher education. A sample of 400 students consisted of 200 boys and 200 girls were drawn from the three educational districts in Jazan province in Saudi Arabia during the academic year 2005/2006. Participants were asked to response to the translated Arabic version of MARS-A accompanied with participant's demographic information (student's gender, student's intended study track, and student's self-reported achievement in mathematics in the previous semester).;Analysis of the data indicated that there was a statistically significant relationship between levels of mathematics anxiety and students' intended study track, t(398) = -4.54, p < .01, with a medium effect size d = -.65. Mathematics anxiety of students who intended to choose the literary study track is statistically significant higher than those students who intended to choose the scientific study track. There was a significant relationship between levels of mathematics anxiety and gender, t(398) = 3.07, p < .01 with a small effect size d = .31. Boys in this study reported more mathematics anxiety than girls. Results showed that there is a statistical negative significant relationship between mathematics achievement and mathematics anxiety p < .01. Students who reported a lower achievement level in mathematics during the previous semester have reported a higher mathematics anxiety and vice versa. Finally, results of the logistic regression indicated that gender and achievement have more effect on the students' decisions regarding their intended study tracks; mathematics anxiety has no clear effect on students' choice regarding their future study.