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.
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).
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.
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.
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.
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.
