THE IMPACT OF MATHEMATICAL ANXIETY ON ACADEMIC PERFORMANCE OF STUDENTS

THE IMPACT OF MATHEMATICAL ANXIETY ON ACADEMIC PERFORMANCE OF STUDENTS

CHAPITER 1

INTRODUCTION

1.1 STUDY BACKGROUND

Nigeria aimed to become a developed nation by the year 2020. By that time, Nigeria’s society will have advanced into one that is democratic, liberal, tolerant, caring, and progressive, as well as having a vibrant and competitive economy. It is proposed that creating a scientific and technical culture will lay the foundation for the development of such a society. As a result, national development goals have typically given priority to science, math, and technology. To various people, mathematics can mean many different things (Maritza, 2002).

Mathematics is a subject that is necessary for many aspects of daily life, and it is also a skill that is required for many established and rising job fields. All college students are required to take certain mathematics courses, however students’ ability to understand this important subject has been hampered by anxiety because most students think the subject is unfathomably difficult (Stubblefield, 2006). Students with math anxiety are less likely to sign up for and complete math courses (Stubblefield, 2006).

Many people experience math anxiety. College students may have negative effects from it such stress, anxiety over rejection, and nervous tension (Truttschel, 2002).

Mathematics anxiety has been associated with avoiding the topic and declining academic performance. In the late 1950s, this kind of “anxiety” was identified. In 1957, Dredger and Aiken investigated undergraduate students’ emotional responses to math and arithmetic. They concluded that mathematics anxiety is a potential component in writing, despite the reaction resembling conventional exam anxiety. They gave it the name “number anxiety,” which is typically understood to refer to a substantial amount of anxiety that impairs performance.

SITUATION OF THE PROBLEM

According to Dredger and Aiken (1957), anxiety is a reasonably persistent state of worry and tension that can accompany a number of mental diseases. It is frequently accompanied by compulsive behavior or panic attacks. On the other hand, this accurately captures how anxious kids are about succeeding in math-related topics.

According to Sheffield and Hunt (2007), mathematics anxiety refers to the anxiety that certain people feel when dealing with mathematical problems. As a result, the aforementioned issues motivated this investigation.

3.0 OBJECTIVE OF THE STUDY

Examining the impact of mathematical anxiety on students’ academic performance is the main goal of this study. The precise goals consist of;

1. Define and talk about the reasons of arithmetic anxiety.

2. Ascertain whether anxiety has a noticeable impact on pupils’ math performance.

3. Ascertain whether students’ enthusiasm in learning mathematics is significantly impacted by their math anxiety.

Research hypothesis (1.4)

Ho1: Anxiety has no discernible impact on students’ mathematical performance.

Ho2: Math anxiety does not significantly affect pupils’ enthusiasm in studying mathematics.

1.5 RELATIONSHIP TO OTHER STUDIES

The results of this empirical study have significance for professionals and academia in tackling the threat of math anxiety among students in mathematics education so that counseling and therapy interventions might be offered in schools in a timely and efficient manner. More specifically, this research will be important for students, researchers, professors, lecturers, and other staff who might conduct research relating to the one being examined.

1.6 THE STUDY’S SCOPE

The effect of worry on pupils’ academic performance in mathematics is investigated in this study. Therefore, it focuses on finding and debating the origins of mathematical anxiety, assessing if anxiety has a major impact on students’ math performance, and assessing whether mathematics anxiety has a substantial impact on students’ interest in studying mathematics.

Limitations of the study: 1.7

Financial restraint: A researcher’s ability to collect data (through the internet, a questionnaire, and interviews) and locate relevant materials, literature, or information is often hindered by a lack of funding.

Time restraint: The researcher will do this investigation together with other academic activities at the same time. Consequently, less time will be spent on the research job.

1.8 TERMS AND DEFINITIONS

Academic Performance: In educational institutions, success is determined by a student’s ability to meet the institution’s and the local government’s standards in terms of their academic performance.

Anxiety: This type of anxiety is associated to an impending threat from the setting of an academic institution, including teachers of certain topics like English, mathematics, etc.

Anxiety regarding one’s aptitude for mathematics is referred to as mathematical anxiety, sometimes known as math phobia. It is a phenomenon that is frequently taken into account when analyzing pupils’ math issues.