| Summary: | Mathematics Anxiety can be described as a sense of irritation and worry that prevents someone from manipulating numbers and solving mathematical issues, leading to obstacles in real life and in school. The aim of this study is to identify the factors that lead to mathematics anxiety among secondary school students. It compares the students' intellectual factor and student's gender with the level of mathematics anxiety and attempts to determine if there is any relationship between students' mathematics motivation factor and students' environmental factor. In this quantitative study with a proportion random sampling, a questionnaire was used in collecting data from 50 students from a secondary school, located in Kuantan, Pahang who were selected as respondents. The questionnaire focused on three factors that potentially lead to mathematics anxiety such as intellectual, motivational, and environmental. The Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree) was used. The results showed that among the students, the motivational factor has the highest mean compared to environmental and intellectual factors. There is also no statistically significant difference between males and females in the mean intellectual factor that led to mathematics anxiety. Additionally, there is no relationship between students' mathematics motivation factor and students' environmental factors. © 2024 Author(s).
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