AN ANALYSIS OF THE PREDICTABLE FACTORS AND IMPLICATIONS OF ANXIETY ON THE PERFORMANCE OF STUDENTS IN MATHEMATICS

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

In today's rapidly technological world, a strong background in mathematics is required for many career and work opportunities.Many academically capable children, on the other hand, limit their educational and job options by stopping their math classes early in high school. General examination anxiety, also known as mathematics anxiety, seems to have encouraging or inhibiting impacts on mathematical task commitment and accomplishment, necessitating action. Motivation, mathematics self-efficacy, and mathematics distress are both cognitive and affective influences that influence how challenging or easy it is for students to complete mathematics exams or courses and conduct mathematics-related activities.

The moderating or suppressing effects of these influences on mathematics participation and achievement must be well appreciated in order to mitigate their impact on students' mathematics learning and achievement. Students are required to have mathematical understanding and logic capabilities in order to handle theoretical and statistical activities in their senior year classes, as well as their career responsibilities in the workplace. Students, on the other hand, often struggle to complete courses and assignments that include quantitative and statistical applications (Betz, 1987; Tobias, 1987, 1990, 1995; Bitner et al., 1994).

Improving the mathematics we teach just solves a portion of the problem. Affective causes, such as mathematics anxiety, must also be addressed. They have an effect on math learning, success, and participation in majors and professions in science, technology, engineering, and mathematics (STEM) (PISA, 2012). As a result, students' distrust of mathematics must be overcome in order to maximize their participation and commitment in STEM.

1.2 STATEMENT OF RESEARCH PROBLEM

Affective factors have long been known to have long-term impacts on students' performance and success, according to researchers. Non-cognitive considerations such as values, behaviors, fear, motivations, and emotions have received even less attention from mathematics instructors, who have mainly concentrated on cognitive abilities and awareness (Gal and Ginsberg, 1994). It seems that educational studies aimed at reducing the detrimental impact of these non-cognitive influences on mathematics teaching and learning are beneficial. It is no news that most students always have anxiety towards mathematics; it could be either cognitive factors or non cognitive factors that are responsible for such anxiety. This anxiety creeps in and becomes an impediment to the students’ academic performance in mathematics.

This study seeks to analyse the predictable factors and implications of anxiety on the performance of students in mathematics.

1.3 OBJECTIVES OF THE STUDY

1.    To determine the predictable factors causing anxiety of students towards mathematics.

2.    To determine the effects of these factors on the academic performance of students in mathematics.

3.    To proffer solutions that would help teachers understand these factors and change teaching methods accordingly.

1.4 RESEARCH QUESTIONS

1.    What are the predictable factors causing anxiety of students towards mathematics?

2.    What are the effects of these factors on the academic performance of students in mathematics?

3.    What are the solutions that would help teachers understand these factors and change teaching methods accordingly?

1.5 SIGNIFICANCE OF THE STUDY

This study will be helpful to the academic world as it will be an addition to the already existing studies conducted on such topic. It will also be helpful to teachers as it will create awareness of some predictable factors that cause anxiety in students towards mathematics. It will also be helpful as it would proffer possible solutions that would bring a change to this mathematical anxiety and increase students’ academic performance in mathematics.

1.6 SCOPE OF THE STUDY

This study will only cover the predictable factors and their implications of anxiety on academic performance of students in mathematics. It will also cover the effects of these predictable factors on the students’ academic performance in mathematics. It will also proffer solutions to these factors causing anxiety in students towards mathematics.

1.7 LIMITATIONS OF THE STUDY

This study was limited by the availability of funds only. The researcher did not have enough funds to broaden the reach of this research.

1.8 OPERATIONAL DEFINITION OF TERMS

PREDICTABLE FACTORS: Simply a forecast of possible factors that may or may not be the cause of anxiety in students.

ANXIETY: a feeling of worry, nervousness, or unease about something with an uncertain outcome.

PERFORMANCE: the action or process of performing a task or function.