PERCEPTION OF STUDENTS ON THE SOURCES AND CAUSES OF MATHEMATICS ANXIETY AMONG STUDENTS IN TERTIARY INSTITUTIONS

CHAPTER ONE

INTRODUCTION

1. BACKGROUND OF THE STUDY

Nigeria envisaged attaining the status of a developed country by the year 2020. By then, the Nigeria society will have evolved into one that is liberal, democratic, caring, tolerant, progressive and possessing a competitive and dynamic economy. It is argued that establishing a scientific and technological culture will lay the foundation towards the attainment of such a society. Hence, mathematics, science and technology have become an emphasis in the education system in Nigeria. Mathematics plays a vital role in our daily lives and also helps learners to understand the world around us by disclosing the hidden pattern and abstract concept (Kumari, 2015). Despite its huge importance, mathematics is often viewed as a challenging subject. Nigeria is facing an epidemic in many schools and tertiary institutions called math-phobia, an extreme fear of mathematics. The affective components of learning are often overlooked. One such component is anxiety. The fear of learning and comprehension of Mathematics by students has gained a remarkable attention from educational researchers over the years. In this study, the term ‘perceptions of mathematics’ is conceptualised as a mental representation or view of mathematics, apparently constructed as a result of social experiences, mediated through interactions at school, or the influence of parents, teachers, peers or mass media. It also refers to some kind of mental representation of something, originated from past experience as well as associated beliefs, attitudes and conceptions. There are several studies that focus on investigating the perceptions that students have about mathematics itself (Picker & Berry, 2000; Rensaa 2006; Aguilar, 2012; Moreau, Mendick & Epstein, 2010). Perceptions and beliefs about mathematics originate from past experiences; comprising both cognitive and affective dimensions Aguilar, Rosas and Juan Zavaleta (2012). From a cognitive point of view it relates to a person’s knowledge, beliefs, and other cognitive representations while from an affective domain it refers to a person’s attitudes, feelings and emotions about mathematics. The term is also understood broadly to include all visual, verbal representations, metaphorical images and associations, beliefs, attitudes and feelings related to mathematics and mathematics learning experiences. So many responsible factors have been considered by researchers such as: Obinna and Anne (2011) submitted that anybody who has undergone the study of Mathematics in any tertiary institution in Nigeria will agree that the experience is tortuous and often a mere drill and drudgery. Obinna et al (2011) further asserted that attitude of Mathematics teachers at the tertiary level of education is also very prevalent at the secondary where Mathematics teachers actually mystify Mathematics and students go with the impression that Mathematics is such a difficult subject which should be left for the exceptional students. Mystification of Mathematics by most teachers (most not qualified to teach Mathematics) is also prevalent at the primary level. Invariably, it creates an erroneous impression (fear; worry) in students that mathematical contents are very difficult to comprehend. Among these obstacles, the affective component is often overlooked. The construct of Mathematics anxiety typically refers to the emotional and mental distress that occurs in some students while attempting to understand Mathematics. Though in practice, it is somewhat ill defined. Beginning in 2014, the Mathematics Anxiety Rating Scale (MARS) was developed by Dr. Suinn Richard (Wu, Amin, Malcarne, Menon, 2012). The content specific aspects are geared toward arithmetic and algebra, whereas other subjects are poorly represented. It is also unclear how the MARS scale would differentiate among or be influenced by factors such as dislike of Mathematics, clinical anxiety, social anxiety, and mathematic competency (McMorris, 2011). Since that time, a variety of other methods of measurement have been developed, including Revised Mathematics Anxiety Survey (R-Manx), the Fennema-Sherman Mathematics Attitudes scales, and surveys designed to measure attributes that relate to anxiety. Related to these are the emotional and physiological components. The negative effects of Mathematics anxiety on students’ achievement in Mathematics have gained a remarkable attention from researchers for several years. Richardson and Woolfolk (2013) discussed how certain features of Mathematics, such as its precision, logic, and emphasis on problem solving, make it particularly anxiety provoking for some individuals. Studies have documented the negative effects of Mathematics anxiety on math performance and achievement (Richardson & Suinn, 2014; Suinn, Edie, Nicoletti, & Spinelli, 2014). Several researchers also have proposed that math anxiety contributes to observed sex differences in Mathematics achievement and course enrolment patterns (e.g., Fennema, 2010; Fox, 2010; Tobias & Weissbrod, 2013). Various questions concerning math anxiety have received scant research attention. First, the dimensionality of math anxiety has not been explored fully. In the test anxiety area, Liebert and Morris (1967) distinguished two components of test anxiety, worry and emotionality. Worry is the cognitive component of anxiety, consisting of self-deprecatory thoughts about one’s performance. Emotionality is the affective component of anxiety, including feelings of nervousness, tension and unpleasant physiological reactions to testing situations. Morris and Liebert showed that these two components of anxiety are empirically distinct, though they are correlated, and that worry relates more strongly than emotionality to poor performance (see Morris, Davis, & Hutchings, 1981, for a review of the work on worry and emotionality). Anxiety theorists (e.g., Sarason 2014; Wine, 2011, 2013) believe that the worry or cognitive component of test anxiety interferes most with achievement performance. Hence, the general focus of this research is to examine the perception of students on the sources and causes of mathematics anxiety. Useful and beneficial information to students, educators and parents in improving the mathematics performance in tertiary institution is hoped can be provided from the finding of this study.

1.2 STATEMENT OF THE PROBLEM

Math anxiety has created anxiety in students and strengthens the perception that they are weak in math. It is a common problem among tertiary institution students which lead to a decline in the performance in Mathematics. Much anxiety is experienced in classrooms due to number of reasons. Lack of teachers’ consideration of different learning styles among students was identified as one of the major causes of math anxiety. Math anxiety has a considerable correlation with student success in mathematics. This response will ultimately be a belief that has to change. According to Hadfield and McNeil (2013), most students experience math anxiety since elementary school. This fear is transferred by school teachers through teaching methods. Traditional methods such as lecturing; teaching basic skills without an emphasis on the concept has been identified as a factor that contribute to Mathematics anxiety. Research by Fulya (2008), Marzita (2015), Arem (2011) and Tobias (2013), has shown that Mathematics anxiety had become one of the factors contributing to the decline of the mathematical achievements of the students. Three major Mathematics anxiety factors (Physical/Emotional, Assessment and Social factors) have been identified to be mainly responsible for Mathematics anxiety among students which in the long run affects academic performance. Helping to determine the causes and means to reduce anxiety would be a great benefit to current and future students of mathematics. The problem of this research work is tackling Mathematics anxiety among students of tertiary institutions in a bid to improve academic performance.

1.3 AIMS OF THE STUDY

The major purpose of this study is to examine the perception of students on the sources and causes of mathematics anxiety among students in tertiary institutions. Other general objectives of the study are:

1. To examine the level of mathematics anxiety among the students in tertiary institutions
2. To examine the influence of parents, teachers, society and peers on the development of mathematics anxiety.
3. To examine the effect of mathematics anxiety on students academic performance in Mathematics.
4. To examine perception of students on the causes of mathematics anxiety among students of tertiary institutions
5. To examine the relationship between mathematics anxiety and students’ perceptions of the value that society places on mathematics.
6. To identify the solution to the problem of mathematics anxiety among students of tertiary institutions.

1.4 RESEARCH QUESTIONS

1. What is the level of mathematics anxiety among the students in tertiary institutions?
2. How is the influence of parents, teachers, society and peers on the development of mathematics anxiety?
3. What is the effect of mathematics anxiety on student’s academic performance in Mathematics?
4. What are the perceptions of students on the causes of mathematics anxiety among students of tertiary institutions?
5. What is the relationship between mathematics anxiety and students’ perceptions of the value that society places on mathematics?
6. What are the solutions to the problem of mathematics anxiety among students of tertiary institutions?

1.5 RESEARCH HYPOTHESES

Hypothesis 1

H0: There is no significant effect of mathematics anxiety on student’s academic performance in Mathematics

H1: There is a significant effect of mathematics anxiety on student’s academic performance in Mathematics

Hypothesis 2

H0: There is no significant relationship between mathematics anxiety and students’ perceptions of the value that society places on mathematics.

H1: There is a significant relationship between mathematics anxiety and students’ perceptions of the value that society places on mathematics.

1.6 SIGNIFICANCE OF THE STUDY

The following are the significance of this study:

1. The outcome of this study will educate the students of higher institutions and the general public on the perception of students on the causes and effects of mathematics anxiety among students of tertiary institutions.
2. This research will be a contribution to the body of literature in the area of the effect of personality trait on student’s academic performance, thereby constituting the empirical literature for future research in the subject area.

1.7    SCOPE OF THE STUDY 

The study is based on the perception of students on the sources and causes of mathematics anxiety among students in tertiary institutions.

1.8 LIMITATION OF STUDY

Financial constraint- Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).

Time constraint- The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work.

1.8 DEFINITION OF TERMS

Perception: A belief or opinion, often held by many people and based on how things seem: the quality of being aware of things through the physical senses, especially sight.