The Impact of Online Learning Enablers and Barriers on Math Anxiety and Math Performance: Insights from Indonesian Engineering Students
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| Title: | The Impact of Online Learning Enablers and Barriers on Math Anxiety and Math Performance: Insights from Indonesian Engineering Students |
|---|---|
| Language: | English |
| Authors: | Wirawan Setialaksana (ORCID |
| Source: | Journal of Applied Research in Higher Education. 2026 18(4):1015-1030. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, College Students, Engineering Education, Electronic Learning, Asynchronous Communication, Mathematics Anxiety, Mathematics Achievement, Barriers, Student Attitudes, Incentives, Influences |
| Geographic Terms: | Indonesia |
| DOI: | 10.1108/JARHE-06-2024-0309 |
| ISSN: | 2050-7003 1758-1184 |
| Abstract: | Purpose: Math-related courses play a crucial role in determining academic achievement and professional competence in engineering education, which is often affected by math anxiety. Few studies have examined the effect of enablers and barriers in an asynchronous context on math anxiety and math achievement. The present study aimed to investigate the effect of enablers and barriers to asynchronous learning on students' math anxiety and math achievement. Design/methodology/approach: The study is quantitative non-experimental research. A total of 320 students volunteered for the study and completed questionnaires. The relationships between variables were investigated using the partial least-squares structural equation model (SEM-PLS). Findings: The results indicated that online learning enablers had no discernible impact on students' math anxiety but demonstrated a direct and statistically significant influence on their math achievement. The study revealed that online learning disablers had a positive and significant influence on students' math anxiety, which in turn had an indirect impact on their math achievement. Research limitations/implications: The present study has limitations associated with its cross-sectional design, which precludes the inference of causal relationships. The study also utilized voluntary samples, which may have led to bias in the results. Practical implications: This study highlights the need for educators to simplify mathematical concepts, integrate multimedia tools and provide balanced assignments with timely feedback to reduce math anxiety. Policymakers should enhance online learning infrastructure, support lecturer training and embed mental health resources into education systems. These efforts collectively aim to improve mathematics education quality and student preparedness in online learning environments. Originality/value: This study fills the research gaps by providing insights into how online learning enablers and disablers affect math anxiety and math achievement in engineering college students. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507599 |
| Database: | ERIC |
| Abstract: | Purpose: Math-related courses play a crucial role in determining academic achievement and professional competence in engineering education, which is often affected by math anxiety. Few studies have examined the effect of enablers and barriers in an asynchronous context on math anxiety and math achievement. The present study aimed to investigate the effect of enablers and barriers to asynchronous learning on students' math anxiety and math achievement. Design/methodology/approach: The study is quantitative non-experimental research. A total of 320 students volunteered for the study and completed questionnaires. The relationships between variables were investigated using the partial least-squares structural equation model (SEM-PLS). Findings: The results indicated that online learning enablers had no discernible impact on students' math anxiety but demonstrated a direct and statistically significant influence on their math achievement. The study revealed that online learning disablers had a positive and significant influence on students' math anxiety, which in turn had an indirect impact on their math achievement. Research limitations/implications: The present study has limitations associated with its cross-sectional design, which precludes the inference of causal relationships. The study also utilized voluntary samples, which may have led to bias in the results. Practical implications: This study highlights the need for educators to simplify mathematical concepts, integrate multimedia tools and provide balanced assignments with timely feedback to reduce math anxiety. Policymakers should enhance online learning infrastructure, support lecturer training and embed mental health resources into education systems. These efforts collectively aim to improve mathematics education quality and student preparedness in online learning environments. Originality/value: This study fills the research gaps by providing insights into how online learning enablers and disablers affect math anxiety and math achievement in engineering college students. |
|---|---|
| ISSN: | 2050-7003 1758-1184 |
| DOI: | 10.1108/JARHE-06-2024-0309 |
