THE RELATIONSHIP BETWEEN ATTITUDE, ANXIETY AND HABIT OF LEARNING WITH ADDITIONAL MATHEMATICS ACHIEVEMENT

The purpose of this study was to identify the relationship and contribution of attitude, anxiety and the habit of mathematics learning to the achievement of additional mathematics. From the affective aspect, out of five mathematics orientation learning variables, three of the variables, attitude, anxiety and habit were used as a hypothesis in the achievement of additional mathematics. The respondents for this research comprised 251 form four technical stream students which were chosen randomly from an upgraded Technical School in Kelantan. This study used Mathematics Orientation Learning questionnaires which consisted of 51 items focused on attitude, anxiety and the habit in learning mathematics. Data was analysed using the SPSS version 16 where Pearson correlation and regression tests were used. Findings showed that the attitude and the habit of learning mathematics had a significant relationship towards the achievement of additional mathematics whereas the anxiety on mathematics learning showed a significant negative relationship towards the achievement of additional mathematics. The finding revealed that there was an average relationship in the anxiety of learning mathematics whereas the attitude and the habit of learning mathematics had a weak relationship with the achievement of additional mathematics. The finding also showed that the relationship in the anxiety of learning mathematics was largest significant contributor with the achievement of additional mathematics compared to the attitude and mathematics learning habit. Nevertheless, the attitude and the mathematics learning habit were still the contributors to the achievement of additional mathematics although in a small percentage. In conclusion, the students affective readiness aspect should be emphasised seriously among the students who are weak in additional mathematics before the learning and teaching process is carried out.