PERCEPTION OF STUDENTS ON CAUSES AND EFFECTS OF MATHEMATICS ANXIETY AMONG STUDENTS OF TERTIARY INSTITUTION

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PERCEPTION OF STUDENTS ON CAUSES AND EFFECTS OF MATHEMATICS ANXIETY AMONG STUDENTS OF TERTIARY INSTITUTION

CHAPTER ONE:

INTRODUCTION

1.1 Background of the Study

Mathematics, a core subject in most academic curricula, is fundamental to the development of critical thinking and problem-solving skills. Despite its importance, many students experience significant anxiety when faced with mathematical tasks, a phenomenon known as mathematics anxiety. This anxiety is characterized by feelings of tension, fear, and worry that interfere with the performance of mathematical activities. Mathematics anxiety can begin as early as primary school and persist into tertiary education, severely impacting students’ academic achievement and their overall attitude towards the subject.

In tertiary institutions, where the level of mathematics complexity increases, students who suffer from mathematics anxiety are at a disadvantage, as the pressure to perform in this critical subject intensifies. The implications of mathematics anxiety are far-reaching, affecting not only academic performance but also students’ confidence and future career prospects in fields that require mathematical competence, such as engineering, economics, and the sciences.

The causes of mathematics anxiety are multifaceted, including factors such as negative past experiences with mathematics, ineffective teaching methods, and societal attitudes that label mathematics as inherently difficult. Additionally, the pressure to succeed, fear of failure, and lack of self-confidence further contribute to the development of anxiety in mathematics-related tasks. Understanding students’ perceptions of the causes and effects of mathematics anxiety is crucial for educators and policymakers in designing strategies to alleviate this issue.

In the context of Nigerian tertiary institutions, the phenomenon of mathematics anxiety is particularly concerning due to the pivotal role mathematics plays in higher education and national development. Mathematics is a compulsory subject in many programs, and a significant number of students struggle with it, leading to low pass rates and a negative perception of the subject. Addressing the issue of mathematics anxiety is essential for improving student performance and ensuring that graduates possess the necessary mathematical skills to contribute effectively to the workforce.

1.2 Statement of the Problem

Despite the critical role that mathematics plays in academic and professional development, many students in tertiary institutions continue to experience high levels of anxiety towards the subject. Mathematics anxiety negatively affects students’ performance, leading to low grades, a lack of interest in the subject, and, in some cases, avoidance of courses or careers that require mathematical competence. The persistence of mathematics anxiety among students in tertiary institutions has become a major educational concern, as it undermines their ability to excel in academic endeavors and limits their potential in fields that are vital for national growth.

In Nigerian tertiary institutions, mathematics anxiety has been identified as a significant barrier to academic success. Many students struggle with mathematics, resulting in poor performance and a widespread negative attitude towards the subject. The need to understand the root causes of this anxiety and its effects on students’ academic performance and well-being is critical for developing effective interventions. This study aims to investigate students’ perceptions of the causes and effects of mathematics anxiety in tertiary institutions, with a focus on understanding how this anxiety impacts their academic achievement and overall educational experience.

1.3 Objectives of the Study

The primary objective of this study is to explore the perceptions of students regarding the causes and effects of mathematics anxiety among tertiary institution students. Specifically, the study aims to:

Identify the perceived causes of mathematics anxiety among students in tertiary institutions.

Examine the effects of mathematics anxiety on students’ academic performance.

Investigate how mathematics anxiety influences students’ attitudes toward the subject and their career choices.

Explore the coping mechanisms employed by students to manage mathematics anxiety.

Provide recommendations for reducing mathematics anxiety and improving student outcomes in mathematics.

1.4 Research Questions

The following research questions will guide this study:

What are the perceived causes of mathematics anxiety among students in tertiary institutions?

How does mathematics anxiety affect the academic performance of students?

In what ways does mathematics anxiety influence students’ attitudes toward mathematics and their career aspirations?

What coping strategies do students use to manage mathematics anxiety?

What interventions can be implemented to reduce mathematics anxiety and improve student performance in mathematics?

1.5 Research Hypotheses

The study will test the following hypotheses:

H₁: There is a significant relationship between students’ past experiences with mathematics and their level of mathematics anxiety.

H₂: Mathematics anxiety has a negative effect on students’ academic performance in tertiary institutions.

H₃: Students who experience high levels of mathematics anxiety are more likely to avoid mathematics-related courses or careers.

H₄: Effective coping strategies can mitigate the negative effects of mathematics anxiety on students’ academic performance.

1.6 Significance of the Study

This study will contribute to the existing body of knowledge on mathematics anxiety by providing insights into the perceptions of tertiary institution students regarding the causes and effects of this anxiety. The findings will be beneficial to:

Educators: The study will help educators understand the factors contributing to mathematics anxiety and how it affects students’ performance, enabling them to adopt more effective teaching strategies.

Students: By identifying the causes and effects of mathematics anxiety, the study will raise awareness among students, empowering them to develop better coping mechanisms to manage their anxiety.

Policy Makers: The study will provide valuable data that can inform policies aimed at improving mathematics education and reducing anxiety, ultimately enhancing student outcomes in tertiary institutions.

Researchers: The findings will offer a basis for further research on mathematics anxiety and its impact on academic achievement and career development in Nigeria.

1.7 Scope of the Study

The scope of this study will focus on students enrolled in mathematics-related courses in selected tertiary institutions in Nigeria. The study will examine their perceptions of the causes of mathematics anxiety, its effects on their academic performance, and the coping strategies they employ to manage the anxiety. The study will also consider demographic factors such as gender, age, and academic background to determine if these variables influence the experience of mathematics anxiety.

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