Perception Of Students On The Causes and Effects Of Mathematics Anxiety Among Students Of Tertiary Institution

PERCEPTION OF STUDENTS ON THE CAUSES AND EFFECTS OF MATHEMATICS ANXIETY AMONG STUDENTS OF TERTIARY INSTITUTIONS IN NIGERIA. A CASE STUDY OF UAM

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND TO THE STUDY

The Role of Mathematics in Education

Mathematics is one of the core subjects required for university admission in Nigeria. Every student seeking entry into higher education must take mathematics in the Joint Admissions and Matriculation Board (JAMB) examination. This rule exists because mathematics serves as the foundation for science, technology, and innovation, which are essential for national progress (Jegede, 2002).

Despite its importance, students often show little or no interest in mathematics. Many consider it a difficult subject, while others avoid it altogether. Even at the secondary school level, several students skip mathematics classes or remain inattentive when they attend (Fatola, 2005). In addition, most students fail to practice or solve mathematics problems independently, which affects their confidence and performance.

Students’ Negative Attitude Toward Mathematics

Amazigo (2000) observed that many students would rather avoid mathematics entirely if given the option. This attitude leads to poor performance in both internal and external examinations. The declining number of undergraduates studying mathematics or mathematics education in universities, colleges of education, and polytechnics further supports this trend.

Students’ lack of interest often develops into a strong dislike or fear of the subject. Over time, this fear becomes deeply rooted and contributes to poor achievement in mathematics. According to Amazigo (2000), there is a widespread tendency for students to experience anxiety whenever mathematics is mentioned.

Understanding Mathematics Anxiety

Anxiety can be described as a feeling of tension, distress, or fear that arises in response to a perceived threat (Tobias, 1993). It can range from mild worry to intense fear. Typically, anxiety creates a desire to escape or avoid the source of discomfort. While some forms of anxiety disappear as individuals grow and gain confidence, others persist due to repeated negative experiences.

Mathematics anxiety is a specific type of fear that develops from repeated failure, harsh teaching methods, or a lack of understanding. Some learners associate mathematics with stress or embarrassment, leading to avoidance behavior. Positive reinforcement—such as praise and supportive learning experiences—can reduce this anxiety.

Pathological Fear and Its Educational Impact

The term mathemaphobia refers to a pathological fear of mathematics (Stephen, 2007). It is an irrational and persistent dread that causes students to feel anxious even when no real threat exists. Amazigo (2000) explained that sufferers experience unnecessary tension and panic, even though they know mathematics poses no actual danger.

Stephen (2007) described mathematics anxiety as an “academic disease” that shows visible symptoms in classrooms—such as confusion, nervousness, or mental blocks. This form of anxiety can spread to other related subjects, including physics, statistics, and economics. Consequently, mathematics anxiety prevents students from developing confidence in quantitative reasoning. Understanding this fear is vital to improving mathematics education in Nigeria.

1.2 STATEMENT OF THE PROBLEM

In Nigeria, a significant number of students deliberately avoid mathematics-related courses when applying to tertiary institutions. The number of students enrolled in non-mathematics programs is nearly ten times greater than those in mathematics-related disciplines.

This pattern reflects a widespread fear of mathematics. Many students believe the subject is too abstract and difficult to understand. As a result, they invest less time and effort in learning it, which leads to poor performance.

This study, therefore, investigates the perception of students on the causes and effects of mathematics anxiety among tertiary institution students, using the University of Agriculture, Makurdi (UAM) as a case study.

1.3 OBJECTIVES OF THE STUDY

The main purpose of this study is to explore students’ perceptions of the causes and effects of mathematics anxiety. Specifically, the study aims to:

1. Examine students’ perceptions of the causes of mathematics anxiety in tertiary institutions.
2. Identify the effects of mathematics anxiety on students’ learning and performance.
3. Recommend solutions to reduce mathematics anxiety among tertiary institution students.

1.4 RESEARCH QUESTIONS

The study seeks to answer the following questions:

1. What do students perceive as the major causes of mathematics anxiety?
2. How does mathematics anxiety affect students’ performance in tertiary institutions?
3. What strategies can help minimize mathematics anxiety among tertiary institution students?

1.5 SIGNIFICANCE OF THE STUDY

This study is significant for several reasons:

• For Students: It helps them understand the psychological and emotional factors contributing to their fear of mathematics. With this understanding, they can adopt better learning habits.
• For Teachers: It provides insight into how teaching styles and classroom environments may trigger or reduce anxiety.
• For Educational Administrators: It highlights the need for supportive learning environments and effective curriculum designs.
• For Researchers: It adds to existing literature on the causes and effects of mathematics anxiety and serves as a reference for future research.

1.6 SCOPE OF THE STUDY

This study focuses on tertiary institution students, using the University of Agriculture, Makurdi (UAM) as a case study. It explores their perceptions of the causes and effects of mathematics anxiety and suggests ways to address the problem.

1.7 LIMITATIONS OF THE STUDY

The study faced two main limitations:

• Financial Constraints: Limited funds restricted access to relevant materials, transportation, and data collection tools.
• Time Constraints: The researcher had to balance academic responsibilities with research activities, which reduced the time available for extensive fieldwork.

Despite these challenges, the research was carried out carefully to ensure accurate and valid findings.