Many Pre-Diploma students at University Teknology MARA (UiTM) previously underperformed in Mathematics in the Sijil Pelajaran Malaysia (SPM) examination, often due to mathematics anxiety and low self-efficacy. However, limited empirical evidence on the relationship between these factors among Pre-Diploma students constrains the development of targeted interventions. This study examines mathematics anxiety and self-efficacy among 144 Pre-Diploma students enrolled for the October 2024 to February 2025 semester at UiTM Perlis Branch using the Mathematics Self-Efficacy and Anxiety Questionnaire (MSEAQ) and Fuzzy Conjoint Analysis. The MSEAQ comprises 29 attributes: 15 measuring mathematics anxiety and 14 assessing self-efficacy. The findings reveal predominantly neutral (L3) responses for anxiety attributes, with higher anxiety related to grade achievement than to attending lessons or completing homework, suggesting performance-based anxiety. Self-efficacy levels ranged from moderate (L3) to high (L4), indicating confidence in performing mathematical tasks, though lower confidence was observed in asking questions and test-taking comfort. The coexistence of unclear anxiety and relatively strong self-efficacy suggests that students believe in their abilities but may not fully recognize anxiety’s impact on their learning. Educators should therefore reinforce students’ confidence while addressing latent anxiety through clear goals, constructive feedback, and supportive classroom practices.
Bidin et al. (Sun,) studied this question.