Students’ Mathematics Anxiety After Participating in a Deep Learning-Oriented Teams-Games Tournament Supported by Wordwall

Erna Emiliana; Imam Kusmaryono

doi:10.31949/dm.v8i2.18454

Authors

Erna Emiliana Universitas Sultan Agung, Indonesia
Imam Kusmaryono Universitas Sultan Agung, Indonesia

DOI:

https://doi.org/10.31949/dm.v8i2.18454

Abstract

Mathematics anxiety remains a persistent challenge in mathematics education because it can reduce students' engagement, confidence, and academic performance. This study investigated the effect of a deep learning-oriented Teams-Games Tournament (TGT) model supported by Wordwall on students' mathematics anxiety during integer learning. A quantitative pre-experimental study employing a one-group pretest–posttest design was conducted with 32 seventh-grade students from SMP Negeri 1 Trangkil, Indonesia, selected through cluster random sampling. Data were collected using a validated mathematics anxiety questionnaire and analyzed using a paired-samples t-test. The findings revealed a statistically significant reduction in students' mathematics anxiety following the intervention (p < .001). The mean anxiety score decreased from 74.48 to 52.73, with a very large effect size (Cohen's d = 2.40). These findings suggest that integrating deep learning principles, cooperative learning, and Wordwall-based gamification can create more engaging and emotionally supportive mathematics learning experiences that help reduce students' mathematics anxiety. This study contributes empirical evidence supporting the integration of technology-enhanced cooperative learning to promote positive affective outcomes in mathematics education.

Keywords:

Cooperative learning, Deep learning, Mathematics anxiety, Teams-Games Tournament, Wordwall

Downloads

Download data is not yet available.

References

Aaviste, G., Löchner, D., Laas, K., & Täht, K. (2026). Understanding mathematics anxiety: The role of social-emotional skills and school support. Cogent Education, 13(1). https://doi.org/10.1080/2331186X.2025.2609386

Ahmed, S. K. (2024). How to choose a sampling technique and determine sample size for research: A simplified guide for researchers. Oral Oncology Reports, 12, 100662. https://doi.org/10.1016/j.oor.2024.100662

Amro, N., Qtait, M., & Dar Soboh, Y. (2026). Effect of video-based education on practical skills and self-confidence in citation writing among nursing students: A pre-experimental design. Digital Health, 12, 20552076261443755. https://doi.org/10.1177/20552076261443755

Andayanie, L. M., Adhantoro, M. S., Purnomo, E., & Kurniaji, G. T. (2025). Implementation of deep learning in education: Towards mindful, meaningful, and joyful learning experiences. Journal of Deep Learning, 47–56. https://doi.org/10.23917/jdl.v1i1.11157

Ariani, D., Putri, A. R., Rufaida, & Revita. (2025). Analisis tantangan dan solusi dalam pembelajaran matematika di era digital. Aljabar: Jurnal Ilmuan Pendidikan, Matematika dan Kebumian, 1(2), 93–110. https://doi.org/10.62383/aljabar.v1i2.543

Awofala, A. O. A., Johnson, F. O., & Akinoso, S. O. (2025). Reducing mathematics anxiety through smartphone-assisted jigsaw cooperative learning among senior high school students. ASEAN Journal of Science and Engineering Education, 5(2), 75–90. https://doi.org/10.17509/ajsee.v5i2.82807

Barroso, C., Ganley, C. M., McGraw, A. L., Geer, E. A., Hart, S. A., & Daucourt, M. C. (2021). A meta-analysis of the relation between math anxiety and math achievement. Psychological Bulletin, 147(2), 134–168. https://doi.org/10.1037/bul0000307

Candra, T. H., Aziz, A., & Rahayu, E. (2026). Effect of a Teams Games Tournament using Quizizz on mathematical reasoning as viewed from the level of mathematics anxiety. Kognitif: Jurnal Riset HOTS Pendidikan Matematika, 6(2), 869–879. https://doi.org/10.51574/kognitif.v6i2.4953

Capinding, A. T. (2021). Effect of Teams-Games Tournament (TGT) strategy on mathematics achievement and class motivation of Grade 8 students. International Journal of Game-Based Learning, 11(3), 56–68. https://doi.org/10.4018/IJGBL.2021070104

Cipora, K., Santos, F. H., Kucian, K., & Dowker, A. (2022). Mathematics anxiety—Where are we and where shall we go? Annals of the New York Academy of Sciences, 1513(1), 10–20. https://doi.org/10.1111/nyas.14770

Deieso, D., & Fraser, B. J. (2019). Learning environment, attitudes and anxiety across the transition from primary to secondary school mathematics. Learning Environments Research, 22, 133–152. https://doi.org/10.1007/s10984-018-9261-5

Drijvers, P. (2018). Empirical evidence for benefit? Reviewing quantitative research on the use of digital tools in mathematics education. In L. Ball, P. Drijvers, S. Ladel, H.-S. Siller, M. Tabach, & C. Vale (Eds.), Uses of Technology in Primary and Secondary Mathematics Education (ICME-13 Monographs). Springer. https://doi.org/10.1007/978-3-319-76575-4_9

Ersozlu, Z. (2024). The role of technology in reducing mathematics anxiety in primary school students. Contemporary Educational Technology, 16(3), Article ep517. https://doi.org/10.30935/cedtech/14717

Johnson, C. W. (1986). A more rigorous quasi-experimental alternative to the one-group pretest-posttest design. Educational and Psychological Measurement, 46(3), 585–591. https://doi.org/10.1177/0013164486463011

Johnson, S., & D'Souza, P. P. (2025). Causes of mathematics anxiety: Cognitive–affective models. Naveen International Journal of Multidisciplinary Sciences (NIJMS), 1(6), 94–105. https://doi.org/10.71126/nijms.v1i6.80

Khasawneh, E., Gosling, C., & Williams, B. (2021). What impact does math anxiety have on university students? A systematic review. BMC Psychology, 9(1), Article 37. https://doi.org/10.1186/s40359-021-00537-2

Lavasani, M. G., & Khandan, F. (2011). The effect of cooperative learning on mathematics anxiety and help seeking behavior. Procedia - Social and Behavioral Sciences, 15, 271–276. https://doi.org/10.1016/j.sbspro.2011.03.085

Li, Q., Cho, H., Cosso, J., et al. (2021). Relations between students' mathematics anxiety and motivation to learn mathematics: A meta-analysis. Educational Psychology Review, 33, 1017–1049. https://doi.org/10.1007/s10648-020-09589-z

Lin, Y., Durbin, J. M., & Rancer, A. S. (2017). Perceived instructor argumentativeness, verbal aggressiveness, and classroom communication climate in relation to student state motivation and math anxiety. Communication Education, 66(3), 330–349. https://doi.org/10.1080/03634523.2016.1245427

Madadizadeh, F., & Bahariniya, S. (2023). Tutorial on how to calculating content validity of scales in medical research. Perioperative Care and Operating Room Management, 31, 100315. https://doi.org/10.1016/j.pcorm.2023.100315

Murdika, P. A., Syaifuddin, M., & Azmi, R. D. (2024). Higher-order thinking skills in mathematics problem solving through problem-based learning supported by Wordwall. European Journal of Educational and Pedagogy, 5(3), 44–50. https://doi.org/10.24018/ejedu.2024.5.3.835

Namkung, J. M., Peng, P., & Lin, X. (2019). The relation between mathematics anxiety and mathematics performance among school-aged students: A meta-analysis. Review of Educational Research, 89(3), 459–496. https://doi.org/10.3102/0034654319843494

O'Hara, G., Kennedy, H., Naoufal, M., & Montreuil, T. (2022). The role of classroom learning environment in students' mathematics anxiety: A scoping review. British Journal of Educational Psychology, 92(4), 1458–1486. https://doi.org/10.1111/bjep.12510

Ölmez, İ. B., & Ölmez, S. B. (2019). Validation of the Math Anxiety Scale with the Rasch measurement model. Mathematics Education Research Journal, 31, 89–106. https://doi.org/10.1007/s13394-018-0244-8

Peng, P., & Ma, C. (2025). The role of domain-specific working memory and emotion regulation in the mathematics anxiety-performance relation among upper elementary students. Developmental Psychology. Advance online publication. https://doi.org/10.1037/dev0002081

Petronzi, D., Staples, P., Sheffield, D., et al. (2019). Further development of the Children's Mathematics Anxiety Scale UK (CMAS-UK) for ages 4–7 years. Educational Studies in Mathematics, 100, 231–249. https://doi.org/10.1007/s10649-018-9860-1

Prameswari, T. D. A., Rodiyana, A., & Kartikasari, E. (2024). Penerapan model pembelajaran Teams Games Tournament (TGT) pada siswa kelas IV SDN Kupang V Surabaya. Pendekar: Jurnal Pendidikan Berkarakter, 1(4), 189–202. https://doi.org/10.51903/pendekar.v1i4

Puspitasari, D., & Yanuarto, W. N. (2026). Enhancing elementary school students’ creative thinking and engagement through the ARIAS learning model assisted by Wordwall. Mathematics Research and Education Journal, 10(1), 1–9. https://doi.org/10.25299/mrej.2026.vol10(1).27881

Rahma, T. K., Nurcahyo, A., Ishartono, N., Setyaningsih, R., Setyono, I. D., Putra, D. A., & Fitrianna, A. Y. (2023). Using Wordwall as a gamification-based mathematics learning material to support students' learning activities. AIP Conference Proceedings, 2727(1), Article 020043. https://doi.org/10.1063/5.0141610

Salsabila, A., & Tsurayya, A. (2024). The effect of using Edugame Wordwall on students' mathematical representation ability. Jurnal Varidika, 36(1), 64–78. https://doi.org/10.23917/varidika.v36i1.4990

Salsabila, D. N., Ratnaningsih, N., & Gyenin, M. (2025). Enhancing mathematics learning outcomes through Wordwall-based culturally responsive teaching. Pasundan Journal of Mathematics Education: Jurnal Pendidikan Matematika, 15(1), 16–31. https://doi.org/10.23969/pjme.v15i1.24200

Siller, H.-S., & Ahmad, S. (2024). Analyzing the impact of collaborative learning approach on grade six students' mathematics achievement and attitude towards mathematics. Eurasia Journal of Mathematics, Science and Technology Education, 20(2), Article em2395. https://doi.org/10.29333/ejmste/14153

Skagerlund, K., Karlsson, A. M. C., Skagenholt, M., & Träff, U. (2025). Mathematics anxiety and emotion regulation: A Swedish validation of the modified abbreviated mathematics anxiety scale, its relationship to mathematics performance, and emotion regulation strategies. Scandinavian Journal of Educational Research, 1–15. https://doi.org/10.1080/00313831.2025.2559280

Smith, J., Fotou, N., & Sharpe, R. (2026). Changes in mathematics anxiety and mathematics confidence. International Journal of Mathematical Education in Science and Technology, 57(4), 758–776. https://doi.org/10.1080/0020739X.2025.2475928

Trisnawati, T., & Peni, N. R. N. (2026). Dinamika problematika pembelajaran matematika di sekolah dasar: Sebuah kajian literatur komprehensif tentang faktor penghambat dan urgensi inovasi pedagogi serta teknologi. Jurnal Ilmiah Matematika (JIMAT), 7(1), 181–189. https://doi.org/10.63976/jimat.v7i1.1292

Wang, C., Li, X., & Lin, X. (2025). Peer support as a buffer: Reducing math anxiety through psychological resilience in left-behind rural students. Humanities and Social Sciences Communications, 12, Article 715. https://doi.org/10.1057/s41599-025-05075-5

Wang, C., Yang, G., Cui, H., Ming, Y., & Sun, Z. (2025). How does digital learning resource accessibility affect math learning anxiety in high school? An empirical analysis based on PISA 2022. Frontiers in Psychology, 16, Article 1646854. https://doi.org/10.3389/fpsyg.2025.1646854

Wati, I., Nurcahyono, N. A., & Agustiani, N. (2022). Eksperimentasi model pembelajaran Teams Games Tournament (TGT) terhadap kemampuan pemahaman matematis siswa SMP ditinjau dari kecemasan matematika. Jurnal Cendekia: Jurnal Pendidikan Matematika, 6(3), 3342–3357. https://doi.org/10.31004/cendekia.v6i3.1767

Yildiza, M. S., & Yaman, Y. (2024). Math education for gifted individuals: Digital gamification. Journal of Learning and Teaching in Digital Age, 9(1), 40–49. https://doi.org/10.53850/joltida.1255991