GEOMETRY ANXIETY AMONG SENIOR HIGH SCHOOL STUDENTS: EXAMINING THE ROLES OF PERCEIVED SPATIAL VISUALIZATION ABILITY, GEOMETRY SELF-EFFICACY, AND PERCEIVED GEOMETRY CLASSROOM LEARNING ENVIRONMENT

Geometry anxiety is a domain-specific affective experience, yet limited evidence explains how students' perceived spatial capability, geometry self-efficacy, and classroom learning environment operate together in relation to it. This cross-sectional correlational study examined 500 Form Two students from a public Senior High/Technical School in the Sekyere South District of Ghana. Participants were selected using simple random sampling and completed a 40-item questionnaire measuring perceived spatial visualization ability (PSVA), geometry self-efficacy (GSE), perceived geometry classroom learning environment (PGCLE), and geometry anxiety (GA). Confirmatory factor analysis and structural equation modelling were conducted using maximum likelihood estimation.