The article is conducting research on the level of anxiety experienced by university students in Bangladesh when taking mathematics tests, and it is using a mixed-mode approach, which likely includes both quantitative and qualitative methods of data collection. The article is likely analyzing the overall level of mathematics test anxiety among university students in Bangladesh, as well as examining any differences in anxiety levels between male and female students and across different courses of study. The mixed mode approach, which combines both quantitative and qualitative methods, would allow for a more comprehensive understanding of the topic. The article has likely gathered data from a sample of approximately 700 university mathematics students in Bangladesh through a combination of quantitative and qualitative methods. The quantitative data would be analyzed statistically, while the qualitative data would be analyzed through the use of the focus group discussions (FGD) technique. The FGD technique allows for an in-depth exploration of the student's experiences and perceptions of mathematics test anxiety through open-ended discussions among small groups of participants. The study's findings indicate that the university students in Bangladesh who participated in the research were experiencing some level of anxiety when it comes to taking mathematics tests. However, the study found that there was no significant difference in anxiety levels between male and female students or among students in different courses of study. This suggests that the level of mathematics test anxiety among the participants is not affected by gender or course type. The conclusion is that there is a need for increased awareness among students, teachers, and parents about the issue of mathematics test anxiety among university students in Bangladesh. The study has shown that students are experiencing some level of anxiety when it comes to taking mathematics tests, and the conclusion is that this needs to be addressed in order to reduce its negative effects on learning and performance. Therefore, the authors may recommend strategies such as providing counseling, teacher training, or parental involvement.