<![CDATA[Learning partial differentials presents challenges for physics education students due to abstract concepts and complex mathematical representations, often contributing to learning anxiety. Although contextual learning has been widely explored, limited attention has been given to changes in different dimensions of learning anxiety. This study investigated changes in material-learning, mathematical-symbol, and evaluation anxiety following the implementation of a contextual e-module integrating everyday physical phenomena. A pre-experimental, one-group pretest–posttest design involved 50 physics education students enrolled in a Mathematical Physics course. Learning anxiety was assessed using a questionnaire covering three dimensions, with data analyzed using paired-samples t-tests and Wilcoxon signed-rank tests. Findings revealed a significant overall reduction in learning anxiety, with substantial decreases in material-learning and mathematical-symbol anxiety. Conversely, evaluation anxiety increased significantly, indicating persistent challenges in independent assessment situations. These contrasting patterns suggest that contextual e-module instruction may help alleviate anxiety associated with abstract concepts and mathematical symbols but does not necessarily reduce assessment-related anxiety. Given the absence of a control group, the findings provide preliminary evidence supporting the integration of contextual learning with targeted assessment strategies to address different dimensions of learning anxiety]]>
