Causes and Remedies of Mathematics Anxiety Among Secondary School Students in Kontagora, Niger State

Abstract

Mathematics anxiety is a pervasive issue affecting students' performance and attitudes toward the subject, particularly in Nigeria, where systemic challenges exacerbate the problem. This study investigates the causes and potential remedies of mathematics anxiety among secondary school students in Kontagora, Niger State, using a descriptive survey design. Data was collected from 220 students senior secondary school students in Kontagora through structured questionnaire tagged Mathematics Anxiety Student’s questionnaire (MASQ) and analyzed using mean, standard deviation, and t-tests. Key findings reveal that mathematics anxiety stems from multiple factors, including a lack of conceptual understanding (Mean = 3.28), fear of failure (Mean = 3.03), poor teaching methods (Mean = 3.00), and inadequate support systems (Mean = 2.91). Remedies identified include peer/tutor support (Mean = 3.40), collaborative learning (Mean = 3.37), teacher empathy (Mean = 3.31), and mindfulness techniques (Mean = 3.26). No significant difference was found between private and public school students' perceptions (t(218) = 1.74, p = 0.083). The study underscores the need for holistic interventions combining improved pedagogy, emotional support, and resource provision to mitigate mathematics anxiety. Recommendations include teacher training, curriculum reforms, parental involvement, and school-based counselling to foster a positive learning environment.