ISSN (Online): 2321-3418
server-injected
Mathematics and Statistics
Open Access

Anxiety's Impact on Mathematics Ability in Tanzanian Secondary School Students: A Singida District Case Study

DOI: 10.18535/ijsrm/v12i01.m01· Pages: 457-466· Vol. 12, No. 01, (2024)· Published: January 10, 2024
PDF
Views: 574 PDF downloads: 201

Abstract

Professionals in the fields of science, technology, engineering, and mathematics are in greater demand globally. Numerous governmental and commercial organizations have redesigned education and encouraged training to improve workers' and students' math and science proficiency in order to successfully meet this need.  Programs for education and training usually aim to increase participants' understanding of math and science.

Tanzania's consistently low math success has alarmed many, including the government, which has led them to investigate potential reasons for the poor performance. It is thought that students' experiences with mathematics anxiety have an impact on their mathematical achievement. This study looked into how secondary school students in Singida district's area performed academically in relation to math anxiety. The study's sample consisted of 1150 students who were selected from twelve secondary schools in the Singida area.

To gather data, standardized questionnaires with closed-ended questions were distributed to participants. The study made use of the respondents' terminal exam results in mathematics. To examine the gathered data, both descriptive and inferential statistics were applied. Overall, the findings demonstrated a statistically significant ( 0.025-two tailed) impact of mathematics anxiety on students' academic performance in mathematics. A correlation coefficient, r=0.425 suggests a substantial,  positive association or relationship between the impact of math anxiety and math performance. When all other factors are maintained constant, a regression analysis using the equation

References

  1. ReferenceGoogle Scholar ↗
  2. Aguilera, R. a. (2021). Wildfire smoke impacts respiratory health more than fine particles from other sources: observational evidence from Southern California. Nature communications, 1493.Google Scholar ↗
  3. Al Mutawah, M. A. (2015). The Influence of Mathematics Anxiety in Middle and High School Students Math Achievement. International Education Studies, 239--252.Google Scholar ↗
  4. Anderson, D. R. (2000). Null hypothesis testing: problems, prevalence, and an alternative. The journal of wildlife management, 912--923.Google Scholar ↗
  5. Asuero, A. G. (2006). The correlation coefficient: An overview. Critical reviews in analytical chemistry, 41--59.Google Scholar ↗
  6. Bentil, J. (2020). Examination anxiety as a correlate of junior high school pupils' academic performance in the Effutu Municipality of Ghana. Advances in Social Sciences Research Journal, 10-23.Google Scholar ↗
  7. Casta{~n}o, A. M.-I. (2020). Gendered beliefs in stem undergraduates: A comparative analysis of fuzzy rating versus likert scales. Sustainability, 6227.Google Scholar ↗
  8. Chi, Nguyen Phuong. (2021). Teaching Mathematics through Interdisciplinary Projects: A Case Study of Vietnam. International Journal of Education and Practice, 656--669.Google Scholar ↗
  9. Cohen, J. a. (2013). Applied multiple regression/correlation analysis for the behavioral sciences. Routledge.Google Scholar ↗
  10. Dodd, A. W. (1999). Mathematics abused students: Are we prepared to teach them?Google Scholar ↗
  11. Elkins, F. E. (2004). Impact of educator attitudes on inclusionary programs in secondary education. California State University, Fullerton.Google Scholar ↗
  12. Ganti, A. (2020). Correlation coefficient. Corp. Financ. Account, {145--152.Google Scholar ↗
  13. Goldin, Gerald A and Epstein, Yakov M and Schorr, Roberta Y and Warner, Lisa B. (2011). Beliefs and engagement structures: Behind the affective dimension of mathematical learning. ZDM, 547--560.Google Scholar ↗
  14. Haydon, T. a. (2012). A comparison of iPads and worksheets on math skills of high school students with emotional disturbance. Behavioral Disorders, 232--243.Google Scholar ↗
  15. Hershner, S. (2020). Sleep and academic performance: Measuring the impact of sleep. Current Opinion in Behavioral Sciences,, 51-56.Google Scholar ↗
  16. Jameson, M. M. (2014). Math anxiety, math self-concept, and math self-efficacy in adult learners compared to traditional undergraduate students. Adult Education Quarterly, 306--322.Google Scholar ↗
  17. Johnson, J. V. (2006). Long working hours, occupational health and the changing nature of work organization. American journal of industrial medicine, 921--929.Google Scholar ↗
  18. Kileo, E. (2015). Students’ Performance in Mathematics in form Four Examinations at selected secondary schools in Kinondoni District, Tanzania. The Open University Of Tanzania.Google Scholar ↗
  19. Kitta, S. (2004). Enhancing mathematics teachers’ pedagogical content knowledge and skills in Tanzania. Print Partners-Ipskamp: Enschede.Google Scholar ↗
  20. Kothari, C. R. (2004). Research methodology: Methods and techniques. New Age International.Google Scholar ↗
  21. LANGAT, A. C. (2015). STUDENTS’ ATTITUDES AND THEIR EFFECTS ON LEARNING AND ACHIEVEMENT IN MATHEMATICS: A CASE STUDY OF PUBLIC SECONDARY SCHOOLS IN KIAMBU COUNTY, KENYA.Google Scholar ↗
  22. Lubawa, D. (2021). The Influence of GCS on Secondary School Students’ Academic Performance in Tanzania: A case of Tanga City. The Open University of Tanzania.Google Scholar ↗
  23. Magnate, F. R. (2022). Relationship between Mathematics Performance and Anxiety.Google Scholar ↗
  24. Mann, L. C. (2019). Mathematics anxiety in secondary school female students: Issues, influences and implications. New Zealand Journal of Educational Studies, 101--120.Google Scholar ↗
  25. McMillan, J. H. (2000). Teacher Classroom Assessment and Grading Practices Decision Making. ERIC.Google Scholar ↗
  26. Morris, L. W. (1981). Cognitive and emotional components of anxiety: Literature review and a revised worry--emotionality scale. Journal of Educational psychology, 541.Google Scholar ↗
  27. Mutegi, C. M. (2021). Mathematics Anxiety, Attitude and Performance among Secondary School Students in Kenya. Educational Research and Reviews, 226--235.Google Scholar ↗
  28. Nadide and Kandemir, M. A. (2020). The effects of mathematics anxiety and motivation on students' mathematics achievement. Necmettin Erbakan Univ.Google Scholar ↗
  29. Putri, A. R. (2020). A STUDY OF STUDENTS’ANXIETY IN SPEAKING. Journal of Education, Linguistics, Literature and Language Teaching, 35--47.Google Scholar ↗
  30. Richardson, F. C. (1972). The mathematics anxiety rating scale: psychometric data. Journal of Counseling Psychology. psychometric data. Journal of Counseling Psychology, 551–554.Google Scholar ↗
  31. Richardson, Frank C and Suinn, Richard M. (1972). The mathematics anxiety rating scale: psychometric data. Journal of counseling Psychology, 551.Google Scholar ↗
  32. S{"u}ren, N. a. (2020). The effects of mathematics anxiety and motivation on students' mathematics achievement. Necmettin Erbakan Univ.Google Scholar ↗
  33. Salahot, E. D. (2022). The Effects of Mathematics Anxiety on Mathematics Performance among Secondary School Students in Tanzania: A Case of Arusha City Council. International Journal of Scientific Research and Management (IJSRM).Google Scholar ↗
  34. Shi, R. a. (2009). Correlation and regression analysis. Annals of Allergy, Asthma & Immunology, S35--S41.Google Scholar ↗
  35. Sister Mary Fides Gough, O. (1954). Why failures in mathematics? Mathemaphobia: Causes and treatments. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 290--294.Google Scholar ↗
  36. Spade, J. Z. (1997). Tracking in mathematics and science: Courses and course-selection procedures. Sociology of Education, 108--127.Google Scholar ↗
  37. Spiliotopoulou, G. (2009). Reliability reconsidered: Cronbach's alpha and paediatric assessment in occupational therapy. Australian Occupational Therapy Journal, 150--155.Google Scholar ↗
  38. Sygaco, K. P. (2020). The correlation of sleep and academic performance. Asian J. Interdicip. Res,, 47.Google Scholar ↗
  39. Tanzania, N. E. (2017). Examination Records. NECTA.Google Scholar ↗
  40. Tobias, S. (1993). Overcoming math anxiety. New York, NY: W. W. Norton Company. UNICEF. (2011)., Uganda. Retrieved from www.unicef.org/infob ycountry/uganda_statistics.htm.Google Scholar ↗
  41. Vitasari, P. a. (2010). The use of study anxiety intervention in reducing anxiety to improve academic performance among university students. {International Journal of Psychological Studies, 89.Google Scholar ↗
  42. Zakariya, Y. F. (2018). Development of mathematics anxiety scale: Factor analysis as a determinant of subcategories. Journal of Pedagogical Research, 2(2), 135-144. (n.d.).Google Scholar ↗
Author details
John Saqware Francis
Department of Computer Science and Mathematics. Institute of Accountancy Arusha (Iaa)
✉ Corresponding Author
👤 View Profile →