This study aims to examine the relationship between mathematics anxiety and mathematics learning outcome, and explore some potential factors such as education level and demography moderating heterogeneity of the relationship between mathematics anxiety and mathematics learning outcome. This study uses a random effect model, Q Cochrane test and Z test supported by Comprehensive Meta-Analysis (CMA) were used to analyze data. Literature search using some database such as ERIC, Semantic Scholar, and Google Scholar found 82 documents, and literature selection established 12 documents in journal articles published in period of 2016 – 2020 and indexed by Scopus and Google Scholar. The results showed that mathematics anxiety and mathematics learning outcome had a weak negative relation (r=-0,134). Moreover, mathematics anxiety not significant related to mathematics learning outcome. Furthermore, students’ education level and students’ demography were not the significant factors moderating the heterogeneity of relationship between mathematics anxiety and mathematics learning outcome.

Topics
Students, Learning and learning models, Education, Scholarly publishing, Literature search
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