Effect of Mathematics Anxiety on the Academic Performance of Senior Secondary Students in Oshimili South Local Government Area, Delta State
Chapter One
Objectives of the Study
The primary objective of this study is to examine the impact of mathematics anxiety on the academic performance of senior secondary students in Oshimili South Local Government Area. The specific objectives are to:
- Determine the extent of mathematics anxiety among senior secondary students in Oshimili South Local Government Area.
- Investigate the relationship between mathematics anxiety and academic performance in mathematics among senior secondary students.
- Identify the factors that contribute to mathematics anxiety among senior secondary students in Oshimili South Local Government Area.
CHAPTER TWO
LITERATURE REVIEW
Conceptual Review
Mathematics Anxiety
Mathematics anxiety is a psychological phenomenon characterized by feelings of tension, apprehension, or fear that negatively affect an individual’s ability to engage with mathematical tasks. This condition often leads to avoidance of mathematics-related activities, reduced academic performance, and impaired cognitive processing during mathematical problem-solving. Various scholars have attempted to define and explain mathematics anxiety, highlighting its detrimental effects on learning and performance.
According to Tobias (2021), mathematics anxiety is a debilitating emotional response that interferes with a person’s ability to solve mathematical problems effectively. It often emerges as a result of past negative experiences with mathematics, perceived difficulty with mathematical concepts, and pressure from societal and educational expectations. Luttenberger et al. (2024) further describe mathematics anxiety as a multidimensional construct involving emotional, cognitive, and physiological reactions to mathematics. This condition not only affects students’ mathematical performance but also contributes to avoidance behaviours and reduced self-efficacy in learning mathematics.
Scholarly critiques of the concept of mathematics anxiety argue that the condition is often oversimplified and inadequately addressed in educational settings. Angelidis et al. (2019) point out that most studies focus on the emotional aspect of mathematics anxiety, neglecting its cognitive and physiological components. Additionally, Remillard and Heck (2024) suggest that research on mathematics anxiety often fails to consider the role of instructional practices and curriculum design in exacerbating or alleviating anxiety.
Despite these criticisms, the concept of mathematics anxiety remains relevant in understanding students’ poor performance in mathematics. According to Dowker et al. (2023), addressing mathematics anxiety through appropriate pedagogical interventions can significantly improve students’ attitudes toward mathematics and enhance their performance. Moreover, studies such as those conducted by Atoyebi and Atoyebi (2022) emphasize the importance of incorporating anxiety-reducing strategies in teaching to improve students’ mathematical learning experiences.
However, the limitations of the concept lie in its measurement and operationalization. As noted by Namkung et al. (2019), existing assessment tools may not accurately capture the complex nature of mathematics anxiety. Furthermore, research often focuses on secondary school and college students, neglecting the experiences of younger learners who may also suffer from mathematics anxiety.
CHAPTER THREE
METHODOLOGY
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Research Design
This study adopted a quantitative survey research design, which involves the systematic collection of data from a large population using structured instruments such as questionnaires (Saunders, Lewis, & Thornhill, 2019). The choice of a quantitative survey design is justified by its suitability for investigating relationships between variables, measuring the prevalence of phenomena, and generalizing findings to a larger population (Bell, Bryman, & Harley, 2019). Surveys allow for the collection of standardized data that can be analyzed using statistical methods to test hypotheses and draw valid conclusions (Creswell & Creswell, 2018).
Study Settings
The study was conducted in Oshimili South Local Government Area, Delta State, Nigeria. This region was selected due to the increasing reports of poor performance in mathematics among senior secondary students, which may be attributed to mathematics anxiety. The area comprises various public and private secondary schools, making it an appropriate location for assessing the impact of mathematics anxiety on students’ academic performance.
Population of the Study
The target population for this study comprised 2,000 senior secondary school students across various schools in Oshimili South Local Government Area. The selection of this population is based on their exposure to mathematics courses and their preparation for final examinations, which makes them suitable for studying the phenomenon of mathematics anxiety and its impact on academic performance (Frankfort-Nachmias, Nachmias, & DeWaard, 2021).
CHAPTER FOUR
DATA PRESENTATION ANALYSIS AND DISCUSSION
Data Presentation
Demographic Distribution of Respondents
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
Summary of Findings
The study explored the impact of mathematics anxiety on the academic performance of senior secondary students in the Oshimili South Local Government Area. It aimed to assess the extent of mathematics anxiety among students, examine the relationship between mathematics anxiety and academic performance, and identify the factors contributing to mathematics anxiety. The findings of the study provide valuable insights into how mathematics anxiety influences students’ performance and the various factors that contribute to the development of this anxiety.
The analysis of the data revealed that mathematics anxiety is a prevalent issue among senior secondary students in the study area. The results of the one-sample t-test demonstrated that the extent of mathematics anxiety was significantly higher than the average test value of 3.0, with a mean score of 3.42 and a p-value of 0.000, indicating a statistically significant result. This finding suggests that a considerable number of students experience moderate to high levels of anxiety when dealing with mathematics-related tasks. The anxiety experienced by students could be attributed to several factors, including previous negative experiences with mathematics, ineffective teaching methods, peer pressure, and lack of confidence in mathematical abilities.
The relationship between mathematics anxiety and academic performance was examined using a one-sample t-test, which showed a statistically significant negative relationship. The mean score for this aspect was 3.35, with a p-value of 0.000, confirming that higher levels of mathematics anxiety are associated with poorer academic performance in mathematics. This finding supports the general understanding that anxiety negatively impacts cognitive processes such as attention, memory, and problem-solving skills, which are crucial for successful performance in mathematics. When students experience anxiety, they may struggle to concentrate during lessons, avoid practising mathematics problems, or even doubt their abilities to succeed. Consequently, their academic performance is adversely affected.
The study further identified various factors contributing to mathematics anxiety among the students. Negative past experiences, particularly those related to poor performance in previous mathematics assessments, were found to be a significant factor contributing to students’ anxiety. Additionally, teaching methods that are perceived as rigid, fast-paced, or lacking in clarity were reported to increase anxiety levels among students. This is consistent with the observation that teaching approaches that do not consider individual learning needs and provide little or no opportunity for constructive feedback tend to heighten anxiety. Peer pressure and competition were also identified as factors that exacerbate anxiety, as students often feel the pressure to perform well to meet societal or parental expectations.
Lack of confidence in mathematical abilities emerged as a key factor contributing to anxiety. Students who lack confidence in their skills are more likely to experience anxiety when faced with mathematical tasks. This lack of confidence may stem from inadequate foundational knowledge, limited exposure to mathematical concepts, or negative feedback from teachers and peers. The study highlights the importance of building students’ confidence through supportive learning environments, encouraging positive reinforcement, and providing opportunities for gradual skill development.
The study also examined the influence of gender and school type on mathematics anxiety. The results showed that gender plays a significant role in influencing the level of mathematics anxiety experienced by students. Female students were generally found to experience higher levels of anxiety compared to their male counterparts. This finding suggests the presence of gender-related social and cultural factors that may contribute to differences in anxiety levels. Societal expectations, stereotypes about gender and mathematics, and differential treatment by teachers may all contribute to the heightened anxiety experienced by female students. Addressing these gender-related factors requires a conscious effort to promote gender equity in mathematics education and to challenge societal beliefs that may negatively affect female students’ confidence and performance in mathematics.
The analysis also revealed a significant difference in mathematics anxiety between students attending public and private schools. Students in public schools reported higher levels of anxiety compared to those in private schools. This difference could be attributed to various factors, including differences in teaching methods, availability of learning resources, class sizes, and teacher-student interactions. Private schools may offer more individualized attention, better learning facilities, and a more supportive learning environment, all of which could contribute to lower anxiety levels. On the other hand, public schools may face challenges such as overcrowded classrooms, inadequate learning materials, and a lack of effective teaching strategies, which may contribute to higher anxiety levels among students.
The findings of this study have important implications for educational stakeholders, including teachers, school administrators, policymakers, and parents. Addressing mathematics anxiety requires a comprehensive approach that takes into account the cognitive, emotional, and social aspects of learning. Teachers play a critical role in creating a positive learning environment that encourages students to view mathematics as an enjoyable and rewarding subject. Adopting teaching methods that are student-centred, inclusive, and responsive to individual learning needs can significantly reduce anxiety levels among students. Additionally, providing constructive feedback, promoting collaborative learning, and incorporating technology-based tools in mathematics instruction can enhance students’ confidence and motivation.
School administrators and policymakers should also recognize the importance of addressing mathematics anxiety as part of their efforts to improve overall academic performance. Professional development programs for teachers that focus on effective teaching strategies, classroom management, and anxiety reduction techniques can contribute to a more supportive learning environment. Additionally, policies that promote equitable access to quality mathematics education for all students, regardless of gender or school type, should be encouraged.
Parents also have a role to play in mitigating mathematics anxiety. Providing emotional support, encouraging a positive attitude towards mathematics, and avoiding negative reinforcement can contribute to reducing anxiety levels among students. Parents should be encouraged to create a conducive home environment where learning mathematics is seen as an enjoyable and rewarding experience rather than a source of stress.
Furthermore, the findings of this study underscore the need for schools to implement intervention programs aimed at reducing mathematics anxiety. Such programs could include workshops that address effective study habits, relaxation techniques, and stress management strategies. Counselling services should also be made available to students who exhibit high levels of anxiety, providing them with the necessary support to overcome their fears and build confidence in their mathematical abilities.
Overall, the study highlights the significance of addressing mathematics anxiety as a means of improving students’ academic performance in mathematics. By understanding the factors contributing to anxiety and developing appropriate intervention strategies, educational stakeholders can work towards creating a more conducive learning environment that promotes positive attitudes towards mathematics. The findings of this study contribute to the existing body of knowledge on mathematics anxiety and provide valuable insights for developing policies and practices aimed at enhancing mathematics education in the study area.
Implications of the Findings
The findings of this study have significant implications for various stakeholders, including educators, school administrators, policymakers, parents, and students. Understanding the implications of mathematics anxiety on academic performance can help design effective interventions aimed at minimizing anxiety and improving overall academic outcomes.
Firstly, the findings imply that educators need to reconsider their teaching approaches to accommodate the varying levels of mathematics anxiety among students. Teachers must adopt teaching methods that are student-centred, inclusive, and sensitive to students’ individual needs. Approaches that encourage active participation, collaborative learning, and step-by-step guidance can help alleviate anxiety. Additionally, creating a supportive classroom environment where mistakes are viewed as learning opportunities rather than failures can foster a positive attitude toward mathematics. This suggests the need for teacher training programs that focus on anxiety-reducing teaching strategies, effective communication, and creating a more relaxed and encouraging learning atmosphere.
Secondly, the findings have implications for school administrators and policymakers. The study revealed that students in public schools experience higher levels of mathematics anxiety than those in private schools. This suggests that educational policies should address disparities in resources, teacher-student ratios, and teaching quality between public and private schools. Providing adequate resources, improving classroom conditions, and ensuring that teachers are well-trained and motivated can significantly reduce anxiety levels. Policymakers should also promote policies that encourage the use of innovative teaching methods and technological tools that can simplify complex mathematical concepts and make learning more engaging.
Furthermore, the findings highlight the need for gender-sensitive educational practices. The observation that female students experience higher levels of mathematics anxiety than their male counterparts implies that gender-related societal norms, stereotypes, and expectations may contribute to this discrepancy. Addressing gender-based differences in mathematics anxiety requires a deliberate effort to challenge stereotypes and provide equal opportunities for male and female students to excel in mathematics. Encouraging female students to participate actively in mathematics-related activities and providing mentorship programs can help boost their confidence and reduce anxiety levels.
The implications of the findings also extend to parents, who play a critical role in shaping their children’s attitudes toward mathematics. Parents need to be aware of the potential negative impact of anxiety on their children’s academic performance and take steps to provide emotional support, encouragement, and positive reinforcement. Parents should avoid expressing negative attitudes toward mathematics or placing excessive pressure on their children to excel. Instead, they should create a conducive home environment where learning mathematics is seen as an enjoyable and valuable activity.
Additionally, the findings suggest that intervention programs aimed at reducing mathematics anxiety should be incorporated into school curricula. Schools should consider providing counselling services, workshops, and seminars that focus on effective study habits, relaxation techniques, and stress management strategies. Such interventions can help students develop coping mechanisms that enhance their ability to manage anxiety and improve their performance in mathematics.
Finally, the findings of this study have implications for future research. Researchers should further explore the underlying causes of mathematics anxiety and examine the effectiveness of various intervention strategies. Longitudinal studies that track students’ anxiety levels and performance over time could provide valuable insights into the long-term effects of anxiety and the most effective strategies for addressing it.
Conclusion
In conclusion, the study investigated the effect of mathematics anxiety on the academic performance of senior secondary students in Oshimili South Local Government Area, Delta State. The results of the hypotheses tested revealed a significant relationship between mathematics anxiety and academic performance, indicating that high levels of anxiety negatively impact students’ ability to perform well in mathematics. This finding highlights the need for targeted interventions to help students cope with anxiety and improve their mathematical skills.
Furthermore, the study established that gender significantly influences the level of mathematics anxiety, with female students reporting higher anxiety levels than their male counterparts. This suggests that gender-sensitive approaches should be adopted to address the unique needs of both male and female students.
Additionally, a significant difference in mathematics anxiety was found between students attending public and private schools, emphasizing the need to improve teaching methods, resources, and learning environments in public schools to enhance students’ mathematical experiences.
Overall, the findings underscore the importance of addressing mathematics anxiety through effective teaching strategies, policy reforms, and supportive interventions that foster a positive learning environment. Such efforts can contribute to improving students’ mathematical performance and overall academic achievement.
Recommendations
Based on the findings of this study, the following recommendations are made:
- Implementation of Anxiety-Reducing Interventions:Schools should incorporate counseling services and anxiety-reduction programs aimed at helping students manage their mathematics anxiety. This could include relaxation techniques, mindfulness practices, and cognitive-behavioral interventions designed to build students’ confidence in their mathematical abilities.
- Gender-Sensitive Teaching Approaches:Teachers should adopt gender-sensitive teaching methods that acknowledge and address the higher levels of mathematics anxiety reported by female students. Encouraging a supportive and inclusive classroom environment where both genders feel valued and confident can help reduce anxiety and improve performance.
- Improvement of Teaching Methods:Mathematics teachers should employ diverse and student-centered teaching methods that simplify complex concepts and promote active learning. The use of practical examples, visual aids, technology, and collaborative learning can enhance understanding and reduce anxiety associated with difficult topics.
- Parental and Community Engagement:Parents and community stakeholders should be sensitized about the negative impact of mathematics anxiety on academic performance. Collaboration between schools and parents in supporting students’ learning through encouragement and positive reinforcement can contribute to reducing anxiety levels.
- Enhanced Learning Environment in Public Schools:Educational policymakers should improve the quality of teaching and learning environments in public schools by providing adequate resources, training, and support for teachers. Creating a conducive atmosphere for learning will help minimize anxiety and promote better performance among students.
Contribution to Knowledge
This study has made significant contributions to the body of knowledge concerning mathematics anxiety and its impact on academic performance among senior secondary students in Oshimili South Local Government Area. By providing empirical evidence on the prevalence of mathematics anxiety among students, this research has enhanced the understanding of how anxiety levels differ based on gender and school type. The findings reveal that mathematics anxiety is a critical factor influencing students’ academic performance, thereby expanding the discourse on educational psychology and its implications for secondary education in Nigeria.
Furthermore, the study has contributed to the theoretical framework surrounding mathematics anxiety by confirming the relevance of the Cognitive-Behavioral Theory (CBT) in understanding how anxiety affects students’ learning and performance. The research demonstrates that negative past experiences, ineffective teaching methods, peer pressure, and lack of confidence are significant contributors to mathematics anxiety. This insight supports the applicability of CBT in addressing mathematics anxiety and provides a foundation for future studies seeking to explore the psychological aspects of learning difficulties in mathematics.
In addition, the research has contributed to methodological knowledge by employing a quantitative approach using SPSS27 for statistical analysis. The use of One-Sample T-Test to evaluate the extent of mathematics anxiety, its relationship with academic performance, and contributing factors offers a robust analytical framework that can be applied to similar studies in other contexts. The findings also provide valuable baseline data that can inform the development of intervention programs aimed at reducing mathematics anxiety and improving performance among secondary school students.
Finally, this study’s findings offer practical contributions to educational policy and classroom practices. By identifying specific factors contributing to mathematics anxiety, the study provides educators and policymakers with actionable recommendations to address this issue. The emphasis on gender-sensitive teaching strategies and enhancing learning environments in public schools offers practical solutions for mitigating anxiety and promoting a more inclusive and effective learning experience. Overall, the research contributes valuable insights that can guide educational reforms aimed at improving mathematics education and student outcomes in Nigeria and beyond.
Limitations of the Study
This study, while providing valuable insights into the factors contributing to mathematics anxiety and its relationship with academic performance among senior secondary students in Oshimili South Local Government Area, is not without limitations. One major limitation is the exclusive reliance on self-reported questionnaires, which may be subject to social desirability bias or inaccuracies in the respondents’ perceptions and recollections. Additionally, the study focused solely on senior secondary students within a specific geographical area, limiting the generalizability of the findings to other regions or educational levels. The cross-sectional nature of the study also restricts the ability to establish causality between mathematics anxiety and academic performance. Future research could benefit from incorporating longitudinal studies, qualitative interviews, and expanding the sample population to enhance the robustness and applicability of the findings.
Suggestions for Further Studies
Based on the limitations of this study, several suggestions for further studies are proposed. Future research could adopt a longitudinal approach to examine how mathematics anxiety develops and changes over time and its long-term effects on academic performance. Additionally, qualitative methods such as interviews or focus group discussions could be employed to gain deeper insights into students’ personal experiences and coping mechanisms related to mathematics anxiety. Comparative studies involving different geographical regions, educational levels, and socio-economic backgrounds could also enhance the generalizability of findings. Furthermore, investigating the effectiveness of various intervention strategies aimed at reducing mathematics anxiety and improving performance would be valuable. Finally, exploring the role of technological tools and innovative teaching methods in mitigating mathematics anxiety could provide practical solutions for enhancing students’ learning experiences and academic outcomes.
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