V3I5P82

Effect of Mathematics Anxiety and Attitude Towards Mathematics on the Achievement of Students in Secondary Schools in Taraba State, Nigeria

Itankan Wilfred Areachot^1*

Abstract

Mathematics achievement in Taraba State, Nigeria, remains persistently low, yet the psychological factors of mathematics anxiety and attitude towards mathematics have been understudied in this rural, conflict-affected region. This study examines the independent and joint effects of mathematics anxiety and attitude towards mathematics on students’ mathematics achievement. A correlational design was used with a Sample of 385 SSS II students from three educational zones in Taraba State. Revised Mathematics Anxiety Scale (RMAS), Attitude Towards Mathematics Inventory (ATMI) and Mathematics Achievement Test (MAT) was used as instruments for data collection; Data was analyzed using Pearson’s correlation and multiple regression (α = 0.05). Findings revealed that Mathematics anxiety had a significant negative effect (β = –0.42, p < .001); attitude had a significant positive effect (β = 0.51, p < .001). Together, both variables explained 54.8% (R² = 0.548) of variance in achievement. The study concluded that Both mathematics anxiety and attitude are powerful predictors. Interventions must target both variables simultaneously.

Keywords:

Mathematics anxiety, attitude towards mathematics, achievement, secondary school, Taraba State