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Madorawa Journal of Arts and Social Sciences (MAJASS), Vol. 4, No. 1, December, 2021- ISSN: 2736-1675

MATHEMATICS ANXIETY TOWARDS SCIENCE SUBJECTS IN SENIOR

SECONDARY SCHOOLS IN SOKOTO STATE, NIGERIA: CAUSES,
EFFECTS AND REMEDIES

By

Aliyu Garba
Department of Science Education, Faculty of Education,
Sokoto State University, Nigeria Email: aliyu.garba@ssu.edu.ng

Hassan Aliyu
Department of Science Education, Faculty of Education,
Sokoto State University, Nigeria Email: nagoronyo@gmail.com

&
Faruku Aliyu
Department of Science Education, Faculty of Education,
Sokoto State University, Nigeria Email: faruku.aliyu@ssu.edu.ng
,,

Abstract
This research aimed at exploring the students’ level of mathematics anxiety, gender
differences in mathematics anxiety, effect, courses and remedies among secondary schools in
Sokoto state, Nigeria. 405 questionnaires were distributed and 383 were retrieved back, 48
the most anxious respondents were identified from the rating scale and were interviewed,
their responses were recorded, coded and themes were generated. The study was qualitative
method in nature. The data were collected using cognitive, emotional and physical
mathematics anxiety toward science subject rating scale CEP-MAASR with reliability alpha
score of .77 adapted from Math anxiety rating scale MAR by Godbey (1997). Data were
analyzed using SPSS and Nvivo11. The findings revealed that about 67.5% of the participants
have higher level of mathematics anxiety, there is significant difference of mathematics
anxiety across student’s gender and the interview revealed the effect of mathematics anxiety
toward science subject can cause failure in science subject, shortage of science teachers and
technology. Causes explore among others were; nature of subject, teachers’ factor, parental
factor, societal factor, governmental factor and lack of interest, and some of their effort can
help to reduce the level of mathematics anxiety across the science subject.
Key Words: Mathematics anxiety, Science, gender, Causes, Effect ,CEP_MAASR

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Madorawa Journal of Arts and Social Sciences (MAJASS), Vol. 4, No. 1, December, 2021- ISSN: 2736-1675
Introduction
Mathematics anxiety has been
defined in various ways (Stoehr, 2017).
These include; It is the feeling of tension
and fear which interferes with the
manipulation of numbers and solving of
mathematical issues in a wide variety of
ordinary life and academic situations
causing forgetfulness and loss of self-
confidence in a person (Tobias, 1993). It
is also a negative effect and stress of an
individual when dealing with
mathematical issues (Ashcraft & Moore,
2009; Beilock et al., 2010; Lindsborg,
Winman, & Poom, 2017a). A more
elaborate explanation was given by
Escalera-Chávez et al., (2017) who
defined mathematics anxiety as a state of
anxiety caused by performing
mathematics tasks which are
demonstrated with a feeling of
apprehensions, stress, frustrations,
aversions, worry, and fear. Mathematics
anxiety had been found to harm
motivation, confidence, and
achievements (Hlalele, 2012).
In general perspective, there are three
symptoms associated with mathematics
anxiety which are; physical, emotional
and cognitive symptoms (Whyte &
Anthony, 2012). The physical symptoms
are those symptoms, which an individual
demonstrates when affected by
mathematics anxiety such as; a nervous
stomach, difficulty in breathing, biting
nails and sweatiness. Mathematics
anxiety can be seen as the characteristics
of an individual with the learning
problems and can be considered to be
both emotional and natural (Gresham,
2010). Ma, (2017) stated that the
relationship between mathematics anxiety
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and mathematics achievement can be
understood as a psychological function of
the emotional reaction. The emotional
symptoms of mathematics anxiety have
to do with inner feelings like lack of
confidence, feeling of helplessness,
confusion, feeling of tiredness in a
mathematics lesson. Often a student may
just want to quit and go home for being
stressed out on the subject (Finlayson,
2014). The cognitive symptoms of
mathematics anxiety are attributed to
mental ability and predisposition of
mathematics such as inability to
concentrate, negative self-talk and
excessive worrying (Taylor, 2017).
Despite the above-mentioned issues, the
study of mathematics is compulsory in
many disciplines. According to the
national policy on education of the
Federal Republic of Nigeria, ( 2013) ,
mathematics should be taught as a core
subject in both primary and secondary
schools. It is a regulation nowadays that
any student going into tertiary institutions
to study courses such as engineering,
computer science, medicine, agriculture
biology, physics, pharmacy, and
surveying. Such an individual must have
a certain pre-qualification in mathematics
before being admitted. Emmanuel et al.,
(2013) stated that quite several students
are having learning difficulties and
demonstrated poor performance in
mathematics in Nigeria. Some reasons
behind this according to Asikhia, (2014)
may be related to the fact that the
majority of students have mathematics
anxiety and this should be seen as an
issue of discussion in mathematics
education.
Madorawa Journal of Arts and Social Sciences (MAJASS), Vol. 4, No. 1, December, 2021- ISSN: 2736-1675
There were disheartening alarming
of massive failure across the
mathematics-related subjects such as;
biology, physics, chemistry, etc. It is
obvious that science subjects cannot be
treated without the application of
mathematics. Researches indicated that
many students in Nigeria were attributed
to mathematics anxiety, so also
mathematics anxiety is seriously
affecting students’ performance
negatively
Problem Statement
Mathematics is an important subject in
the Nigerian setting, Zalmon & Wonu,
(2017) stated that mathematics is
backbone of getting admission into
science-related subject and technology
based course in Nigeria. However, its
regulation in the Nigerian education
system for one to be given admission into
university must have five Credits passes
in the related course of study with
mathematics and English language
inclusive. Emmanuel reported the
disturbing evidence of the poor
performance of students in mathematics
examination at each level of education in
Nigeria. This can be justifying by the
annual report of west African
examination council (WEAC) for 2013,
2014, 2015, and 2016 which portray a
poor performance in the area of
mathematics with respective pass marks
36.00%, 31.30%,34.18 and 38.68% out
of total enrolment for these years. The
remaining percentages had fail grades. In
Sokoto state in particularly, the annual
report of west African examination
council (WEAC) of the years; 2013,
2014, 2015, 2016 and 2017 which
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showed the percentage of students with
five credits including mathematics with
respective pass credits as
7.12%,7.18%,16.84%,29.37% and
31.85% out of total enrolment for these
years. Emmanuel et al., (2013), stated
that feeling distressed with a higher level
of mathematics anxiety is one of the
contributing factors to the poor
performance of mathematics examination
in both WEAC and national examination
council NECO in Nigeria. NECO and
WAEC are among the well-recognized
examination bodies in Nigeria at the
secondary level. However, national
business and technical examination board
NABTEB is another examination body in
charge of technical schools/colleges
examination at the same level.
Mathematics education in secondary
schools of Sokoto state aimed at
encouraging, abstract thinking
computational and creativity among the
students, but according to Ibrahim,
Galadima &Yushau (2007), regardless
the struggle being made by mathematics
teachers, and educationist toward
improving quality education in
mathematics and science related subjects
the students’ achievement reported very
poor in Sokoto state. As one of the major
problem affecting mathematics classroom
in the state, the students’ interest is very
low this can be justified by Sokoto state
interim report recommendation on
education Sokoto (2016), which stated
that only 11% of the students have
relevant mathematics textbook and less
than 15% have mathematical items such
as graph boards, compasses, protractor
and geometrical material (solid figure).
These can be seen as a problem affecting
Madorawa Journal of Arts and Social Sciences (MAJASS), Vol. 4, No. 1, December, 2021- ISSN: 2736-1675

students’ performance not only in the themselves but also nations and the world
mathematics subject but in other science at large. This study, therefore, is to :
subjects, failure to used appropriate 1. Examine the level of mathematics
teaching and learning materials has anxiety toward science subjects
significant effect in arousing the interest among senior secondary school
of students in mathematics and science students in Sokoto State.
related subjects. So also According to 2. Find out the effects of
Oyelola, (2016) in Nigerian education mathematics anxiety toward
mostly traditional method (lecture and science subjects among senior
teacher-centred) are the predominant secondary school students in
method of teaching mathematics. Whyte Sokoto State.
& Anthony, (2012) reported that 3. Find out the causes of
mathematics anxiety sprang from mathematics anxiety toward
teaching of mathematics teachers. science subjects among senior
As it is known, some students are secondary school students in
not studying mathematics related courses Sokoto State.
at tertiary level due to their negative 4. Find out the possible solutions to
attitude towards mathematics; they even the factors responsible for
sometimes decide to go for Islamic mathematics anxiety toward
studies or related subjects, sometimes for science subjects among senior
business practices, since they do not have secondary school students in
a credit in mathematics which is the basic Sokoto State.
requirement to be given admission to the
University. There is need to use effective Research questions
strategy and instructional materials that The study would be guided by the
will make the learning of mathematics following research questions:
active and interesting (Tella, 2007). 1. What is the level of mathematics
Effective teaching strategy and learning anxiety toward science subjects
materials help the teacher to arouse the among senior secondary school
interest of learner thereby reducing the students in Sokoto State?
level of mathematics anxiety and 2. What are the effect of
improving the students’ performance in mathematics toward science
the mathematics related subjects.. subject among senior secondary
school students in Sokoto State?
Research objectives 3. What are the causes of
The purpose of this research is to mathematics anxiety toward
examine mathematics anxiety towards science subject among senior
science subjects. The recent alarming rate secondary school students in
of failure in mathematics is of great Sokoto State?
concern. This has been considered a 4. What are the possible solutions to
problem for not only the students the factors responsible for the

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Madorawa Journal of Arts and Social Sciences (MAJASS), Vol. 4, No. 1, December, 2021- ISSN: 2736-1675
mathematics anxiety toward
science subjects among Senior
Secondary school students in
Sokoto State
This study will review related and
relevant literature under the study topic
which will involve, the conceptual
framework, theoretical framework and
researchers’ perceptions on mathematics
anxiety, causes, effect, and possible
solutions the concepts of the major terms
that were involved will be also
highlighted, the summary and
commonness of the study will also be
addressed accordingly.
Conceptual framework
In this research, there are some
variables or factors that are conceptually
interpreted. This is crucial because it will
provide an avenue that demonstrates the
significance of identifying the factors that
contribute to mathematics anxiety
attitude towards sciences subject, their
effects, causes, and remedies.
The research intends to investigate
mathematics anxiety in secondary
schools from the students’ perspectives.
The concept of mathematics anxiety had
been a great concern to mathematics
educators (Novak & Tassell, 2017). The
conceptual framework of this research is
based on variable mathematics anxiety.
Mathematics anxiety is an emotional
variable that needs to include the victim
suffering from it, for the victims to
participate fully in addressing the
situation from their perspectives.
The concept of mathematics anxiety can
be traced back to the work of Tobias,
(1993) who defined mathematics anxiety
as a feeling of tension and anxiety that
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intervenes with the manipulation of
mathematical issues. As discussed earlier
mathematics is generally associated with
physical, emotional and cognitive
symptoms (Whyte and Anthony, 2012).
high mathematics anxious’ student tends
to avoid mathematics by all means in
both formal educational subject and daily
life transactions ( Brunyé et al., 2013).
Exhibiting anger and discouraging speech
by the side of a teacher can make
students perceive mathematics as
uninteresting (Jackson & Leffingwell,
1999). Showing students less concern can
easily lead to mathematics anxiety and
some teachers may have poor
pronunciations, where in some cases,
English is not the teacher's first language.
Social interactions with immediate
environments such as friends and peers
also have their significant contribution to
the anxiety students develop in
mathematics.
Anxiety
Every individual experiences anxiety in
one way or the other differently either
general or specifically toward particular
issues (Malanchini et al., 2017). Anxiety
comes in different forms, including;
physiological anxiety, worry,
mathematics anxiety and test anxiety
(Buelow & Barnhart, 2017). It is very
common for those suffering from anxiety
to experience; heartbeat, headaches,
sweating, boringness and so on.
Specific phobia is a severe feeling of fear
associated with scenarios, objects,
animals, subjects. For example
mathematics phobia or anxiety, fear of
spiders, blood, thunderstorms and so on.
the common symptoms are; avoiding
Madorawa Journal of Arts and Social Sciences (MAJASS), Vol. 4, No. 1, December, 2021- ISSN: 2736-1675
situations or objects that cause fear and
instant terror (Calmclinic, 2017).
According to Zettle (2003), mathematics
anxiety can be categorized in clinical
status as a specific phobia. It can appear
in the early school stage of the learner
(Karoll, 2007).
Theoretical Framework
To identify the causes, effect of
mathematics anxiety, as well as some
possible strategies for generating and
sustaining interest towards science
subject one need to study mathematics
anxiety first, therefore this research,
employed a theoretical framework
through social cognitive theory which
serves a guide of identifying the causes,
effect, and remedies of mathematics
anxiety. Under normal statuses, no
individual born mathematics anxious but
barely it is acquired through observation
and social interaction with the
environment most especially in schools
and classrooms. It is observable at an
early stage of child development; the
child is mathematics anxious free, but
eventually through interface with the
environment (schools and classroom),
teacher and students, they eventually
commence to develop mathematics
anxiety, this following perception of
Mutodi & Ngirande (2014), that
Mathematics anxiety is learned behaviour
and can be unlearned by understanding
and exploring the causes that trigger it.
According to Stajkovic (2014), all forms
of learning occur as a result of observing
the behaviour of others. However,
mathematics anxiety is an acquired
emotional response to; active
involvement in mathematics activities,
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discussing mathematics or listening to
mathematics lessons (Rossnan,2006).
Anxiety toward mathematics is a learning
issue for the learner (Escalera-Chávez et
al., 2017). Social interaction with the
teacher and friends have a direct effect on
students’ learning (Rice et al., 2013).
Bandura (1986) reported that social
cognitive theory is part of behaviorism.
Bandura started developing the theory by
criticizing the weakness of behaviourism.
These weaknesses are; limitation of range
of behaviour to laboratory type setting
only, failure to cater to the acquisition of
new responses to particular situations and
focusing only on direct learning whereby
learners perform response and received
consequences. Furthermore, social
cognitive theory highlights that an
individuals’ learning occurs in social
environments by observing others’
beliefs, attitudes, skills, and people
acquire knowledge of rules so also people
learned useful and appropriate behaviour
by looking into the model and the
consequences of modelled behaviour.
According to Bandura, (1986), there are
three types of model behaviours namely;
direct, symbolic and synthesized
modelling. This can further be explained
below and how it’s related to the study.
a. Direct modelling includes trying
to imitate a particular model’s
behaviour or live model. For
example, an individual may have
direct contact with the social
environment such as friends,
teachers, and family members. as
such an individual may tend to
imitate directly from them some
negative behaviours concerning
mathematics such as;
Madorawa Journal of Arts and Social Sciences (MAJASS), Vol. 4, No. 1, December, 2021- ISSN: 2736-1675
mathematics anxiety, negative or
positive attitude toward
mathematics and also this can be
transmitted across the science
subject. In a class where the
majority of the peers hate
mathematics, there is a likelihood
for the student interacting with
such group to copy their
behaviour directly and hate
science subject where the
application of mathematics is
necessary.
b. Symbolic modelling comprises
displayed characters in television,
textbooks and anything that is
pictorial in nature. For example,
using only male’s pictures in
demonstrating mathematics
phenomenon may lead to the
female students to learn or
perceived mathematics as difficult
and only meant for the male. And
this could result in mathematics
anxiety.
c. Synthesized modelling has to do
with generating behaviour by
mixing a portion of the observed
activity. For instance, the student
may completely hate mathematics
by observing teachers’, peers’
societal negative behaviour.
However, peers, teachers’ societal
positive behaviour, speech or
believe may yield or influence
students’ interest in mathematics
and reduces the level of anxiety in
the subjects.
Bandura (2001), stated that human
behaviour is controlled and shaped
automatically and mechanically by
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environmental factors. Therefore,
negative learning experience of the
environment may yield poor academic
performance of the students. According
to Stajkovic (2014) in social cognitive
theory “learning is viewed as knowledge
through cognitive processes of
information”. According to Bandura
(1999), individuals were attributed to
self-system that makes them come out
with a measure of control over their
belief, feelings, and actions. Self-system
accommodates individuals’ cognitive and
affective structures that include; abilities
to learn from others, imitation of one’s
behaviour and engaging in self-reflection.
As reported by Newman et al., (2017),
students generally believe that peers are
their potential helper in an academic
setting. Therefore, this perception can
positively or negatively affect students
learning. Students are building their
learning beliefs by observing the
teachers, and the peer (Usher & Pajares,
2009). Anxiety in mathematics affects
learners’ positive thinking in
mathematics lesson thereby reducing the
level of confidence in the area (Hlalele,
2012).
Effect and causes of mathematics
anxiety on Student
The origin of mathematics anxiety is a
critical issue and seriously affecting the
science subjects. The anxiety comes from
the students as a result of intellectual and
personal factors (Christie Blazer, 2011).
The intellectual factor has to do with
cognitive symptoms which are generally
attributed to mental ability and ideology
of an individual, such as; negative self-
talk, low confidence, believes, and failure
Madorawa Journal of Arts and Social Sciences (MAJASS), Vol. 4, No. 1, December, 2021- ISSN: 2736-1675
to handle stress. While personal factors
are associated with emotional and
physical symptoms. Emotional symptoms
such as; shyness, confusion and feeling
helpless wanting to quit from
mathematics lesson and go home and
physical symptoms such as; sweating and
confusion. Mathematics anxiety has been
tested to be as a result of the negative
learning experience (Lindskog, Winman,
& Poom, 2017b).
According to Foley et al., (2017) in
research conducted at the United States
indicates that learners who interact with
high-mathematics anxiety students may
probably be affected by some symptoms
of mathematics anxiety. Hence there is
every tendency for the peers to influence
their friends in terms of mathematics
anxiety and transfer some fear among
them which will negatively affect their
achievements in mathematics and
science-related subjects.
Similarly, Cooc & Kim, (2017), are of
the view that if peers are a higher
achiever who engages academically
good, then the student who interacts with
these peers may adopt and perform
academically well. There is supporting
evidence that manifests learners can
acquire or develop mathematics anxiety
as a result of the negative behavior of
teachers or peers in mathematics (Sian &
Willingham, 2014). Spaniol (2017),
stated that some students’ attribute to
mathematics anxiety is generally
associated with a lack of peer’s success in
mathematics. And the lack of students’
success is one of the factors that cause
mathematics anxiety (Spaniol, 2017).
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Effect and causes of Mathematics
Anxiety & Mathematics’ Teachers
There are growing numbers of researches
carried out on the pre-service teacher as a
potential teacher in the area of
mathematics anxiety but in the case of the
regular teacher is limited. The researchers
found it necessary apart from regular
teachers to include a pre-service teacher
in this review because virtually there is
every tendency to become the regular
teachers as time goes on. Therefore,
identifying possible factors to
mathematics anxiety is of paramountcy to
serve as the basis for addressing the issue
from the grassroots.
Some teachers were the contributing
factor toward mathematics anxiety
student-developed, Jackson &
Leffingwell (1999), described some
teachers made a derogatory comment to
their students and some exhibited anger
when a student requested additional help
or information. A derogatory or abused
comments such as “do not show up or
pretend that you are smart than you are”,
such a statement can easily discourage
students’ performance thereby
contributing to mathematics anxiety.
Teachers’ behavior and speech such as
expressing anger and embarrassing
students before his/her peers contribute
positively to mathematics anxiety
(Kesici, 2010).
In their research, Loewenberg & Ball
(2017) when interviewing one of the
mathematics teachers as their respondent
the teacher made the following statement;
“I am really anxious about teaching a
student something that “I do not know” I
do not know whether I could really teach
it effectively’’. For example, some
Madorawa Journal of Arts and Social Sciences (MAJASS), Vol. 4, No. 1, December, 2021- ISSN: 2736-1675
teachers that were assigned to teach
mathematics that is not really their area
of specialization as such one cannot
wonder if such a statement comes out
from those teachers. In general, such
statement mathematics is a very difficult
subject; “I hate mathematics task when I
was a Student”, “mathematics subject
need high-level intelligent thinking skills
meant for some limited people with
extraordinary knowledge”. Such types of
statements can encourage students’
perception that mathematics is highly
structured and is something that has to be
feared, which will metamorphose to
mathematics anxiety and will directly or
indirectly affect students’ achievements
in a science subjects.
Mathematics anxiety and Science
Subject
It is obvious; no teacher can avoid using
mathematics in teaching and learning of
science subjects. mathematics anxiety
sometimes decreases the efficiency of the
learners’ working memory, because
worries and intrusive thought take way
the focus of individual, this may lead to
find it difficult to think logically, and
subsequently result in longer-processing
time and decreased in errors when
solving problem mentally. According to
Hlalele, (2012) In the long term,
mathematics anxiety leads to dry up in
proficiency, reduced completion rates and
lower academic performance in the
science related subject. According to
Ibrahim, Galadima &Yushau, (2007)
poor performance in mathematics
significantly affects students’
performance in science and technology
oriented subjects. Mathematics anxiety
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can easily cause science anxiety. Science
anxiety generally means fear or aversion
by the student and society toward science
concept, scientists and science related
activities as whole. Mallow, (2006) have
the view that, science anxiety is serious
affecting students learning.
Remedies of Mathematics Anxiety
The fundamental objective of research on
Mathematics Anxiety should be
intervention, pursuing to prevent its
improvement in our young generation
and to reduce its negative magnitude in
those who already suffer from it. the
importance of early identification of this
kind of anxiety is indisputable. In this
section, we explore a number of
suggestions regarding how teachers,
parents, and psychologists can contribute
to this serious issue.
Teachers intervention
Given that negative experiences in math
classrooms have been related to the
origins of MA (Bekdemir, 2010),
teachers should never be hostile toward
or embarrass a student facing difficulties
with mathematics. They should not allow
other students to do this, either.
Environmental exposure to failure in
math has also been described as a
potential primary mechanism for
Mathematics Anxiety development
(Ashcraft et al., 2007). It is therefore
important to prevent students becoming
frustrated with mathematics by
establishing progressive and feasible
goals. In this respect, it would be
advisable for teachers to support those
students showing difficulties with
mathematics for example, by making
Madorawa Journal of Arts and Social Sciences (MAJASS), Vol. 4, No. 1, December, 2021- ISSN: 2736-1675
them feel comfortable when resolving
their queries and encouraging them to ask
for help any time they need it.
It has been suggested that MA does not
derive from mathematics itself, but rather
from the way math is presented in school
and may have been presented to school
teachers when they were students (Geist,
2010). In this sense, it has been suggested
that Mathematics Anxiety could be
transferred from anxious female teachers
to their female students by influencing
their beliefs about who is good at math
(boys vs. girls; Beilock et al., 2010).
Therefore, it is very important to reduce
teachers’ own level of Mathematic
Anxiety in order to prevent any such
transmission to their students, and also to
work on dismantling possible stereotypes
that teachers may have about gender
differences in math competence. Because
of the great influence that teachers have
on their students, especially at young
ages, it is also very important to be
careful with the kind of messages that
students receive. For example,
consolation messages such as “It’s OK,
not every- one can be good at these types
of problems (Beilock & Willingham,
2014) may send out the wrong message,
since it might be interpreted as May be
this math problem is too hard for you,
given your low ability in math^; likewise,
the message Not everybody can be good
at math^ could be interpreted as BYou’re
one of those people who is no good at
math.
Parent intervention
Parents should have extra care not to
transmit their own level of Mathematics
Anxiety to their children, which means
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paying attention to the kinds of messages
they send. Messages such as “I’ve always
found math “difficult” or I’ve never been
a math person” can contribute to the
development of negative attitudes toward
this subject in their children. Parents
would be advised to talk about math in a
positive way, to play math games with
their children, and to highlight that math
is very useful for everyday situations and
that it can be fun. Parents should not
instil their children with myths about
the difficulty of math (B Math is too hard
for average people^), the need for special
brain/genetic abilities in order to do math
(“ You are born with a math gene, either
you have it or you don’t”), or gender
differences in math ability (“Boys are
best at math”)
Psychologist intervention
The meta-analysis by Hembree (1990)
showed that systematic desensitization,
anxiety management, and conditioned
inhibition training were highly successful
in reducing levels of Mathematics
Anxiety (e.g., Suinn, Edie, & Spinelli,
1970) and increasing the level of math
performance. By contrast, relaxation
training or group discussion seem not to
be effective. In any case, reductions of
the levels of MA were obtained for
individual trainings, whereas whole-class
interventions showed unsuccessful re-
sults. Psychologists should keep working
on designing further interventions that
will improve upon the effectiveness of
previous ones
Summary of Literature Review
Since this present study is looking
at mathematics anxiety from the students’
Madorawa Journal of Arts and Social Sciences (MAJASS), Vol. 4, No. 1, December, 2021- ISSN: 2736-1675
the research gap will also be established
by viewing previous research that used
students’ perspectives to understand
mathematics anxiety. There is a
tremendous number of studies carried out
focusing attention only on mathematics
anxiety but failing to touch mathematics
anxiety toward science subjects such as
physic, chemistry, biology, and others,
this remains an important issue of
concern in science education. Generally,
there are three symptoms associated with
mathematics anxiety namely; emotional,
cognitive and physical symptoms.
Learners are attributed to self-systems
that makes them come out with a
measure of control over their action,
belief, and feeling, Self-system
accommodates individuals’ cognitive and
affective structure that include; abilities
to learn from others, imitation of one’s
behaviour, beliefs and engaging in self-
reflection.
Puteh & Khalin (2016), used mixed
method to identify the relationship
between mathematics anxiety and
students’ achievement, the qualitative
part explores the students’ perceptions on
what type of questions that makes
students develop anxiety in a
mathematics classroom using sample of
five students out of the 190 participants
that partake in the quantitative part.
Mixed method was also used to
investigate the level, the relationship of
mathematics achievement score and
causes of mathematics anxiety in
secondary schools of Singapore (Keow,
2012) the qualitative part used 12
students to explore their perception on
the causes of mathematics anxiety, out of
the total of 294 participants used in the
229
https://www.majassu.com/volume-4-number-1-december-2021/
whole process. Verkijika & De Wet
(2015), utilized a quantitative experiment
quasi-design to investigate the
effectiveness of brain-computer interface
in reducing the level of mathematics
anxiety among primary and secondary
schools students, using 36 participants.
Exploratory and descriptive quantitative
approaches were used to explore the
learners’ experience of mathematics
anxiety from rural high schools in an
academics setting from the students’
perspectives using a sample of 403
students (Hlalele, 2012). Also, Mutodi &
Ngirande (2014) used exploratory and
descriptive quantitative design to explore
the differences in mathematics anxiety
level in terms of gender, home language
and age. The study involves 120
participants. It was based on the literature
reviewed the researchers established a
gap to carried out this research, as
reviewed mostly researchers used
quantitative when it comes to quantifying
mathematics anxiety and when it comes
to perception concerning mathematics
anxiety they mostly used qualitative
analysis hence this research employed
mixed-method approach
Methodology
The research design is descriptive survey
design in the quantitative part while in
qualitative is descriptive exploratory
design. This research involves collection
of data through self-developed instrument
(questionnaire), the researchers
developed cognitive, emotional and
physical symptoms CEP_MAASR
mathematics anxiety rating scale which
was adapted from Godbey (1997) MAR.
and semi-structured interview questions.
Madorawa Journal of Arts and Social Sciences (MAJASS), Vol. 4, No. 1, December, 2021- ISSN: 2736-1675

The instrument was given to the two Demography

experts in the Department of Science Gender
Education Faculty of Education Sokoto. Table 1. Gender analysis
The reliability test had an alpha score of Freq Percent
.077 which considered accepted The
Male 208 54.3
questionnaire is easy to collect data from
Valid Female 175 45.7
the respondents. In addition, it identifies
the characteristics of the respondents Total 383 100.0
because as it is, without changing or
modifying the situation under
investigation as literature expounds Age analysis
(Sambo, 2000). So also According to Cox Table 2. Age
& Benson (2017) that exploring behavior Frequency Percent
has to do with qualitative research 15 – 16 60 15.7
approach, therefore in the qualitative part
16 – 17 118 30.8
Semi-structure interview questions were
used to capture the perception of students 17 – 18 205 53.5

on mathematics anxiety toward science Total 383 100.0

subject. Forty eight (48) the most anxious
respondents were selected through their
ID number out of the total 383
respondents with help of MAASR for
the semi structure interview. The semi
structured interview was recorded and
code, themes and subthemes were
generated which were taken to three
experts for the face validity in the
department of science education faculty
of education Sokoto state university,
Sokoto. Correction and observation were
taken into consideration by the research
from validators. The study comprises
208 males and 175 female participants.
Findings
Data Analysis of the participant
The study comprises, the analysis
of the participants of this research which
includes; gender, age and responses of
the participants.
230
Mathematics anxiety analysis
This study aimed at achieving research
objective Question One .
Therefore the researchers aimed at
analyzing;
Level of mathematics anxiety
What is the level of mathematics anxiety
toward science subjects among senior
secondary school students in Sokoto
State?
Zakaria & Nordin (2008),
categorized mathematics anxiety score
into three groups namely; low, moderate
and high group respectively using
percentile. Mathematics anxiety means
score ranging between 33% and 67%
considered to be a moderate group. 33%
below and above moderate group
considered to be low and high anxiety
group respectively. The data were
analyzed using SPSS to find mathematics
anxiety means score for each participants.

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Madorawa Journal of Arts and Social Sciences (MAJASS), Vol. 4, No. 1, December, 2021- ISSN: 2736-1675

Table 3 is average means score of the Table 4. Group descriptive statistics and
overall participants. mathematics anxiety
Table 3. Average mean score of Mann-Whitney Test
mathematics anxiety Gender N Mean Sum of
Valid 383 Rank Ranks
N
Missing 0 male 208 131.18 27286.00
Mean
Avarage Mean Anxiety 3.3748 female 175 264.29 46250.00
Anxiety
Total 383
67.5%
MeanAnxiety
Mann-Whitney U 5550.000
Wilcoxon W 27286.000
Mathematics anxiety and gender analysis
Ho is there any significant differences Z -11.731

across the gender and mathematics

anxiety?
Table 4 showed that Mann
Whitney test indicated that there is
significant difference at z = -11.731;
p<0.05 between the level mathematics
anxiety of male and female, this indicated
that the level of mathematics anxiety is
affected by gender, furthermore the result
indicated that female has higher level of
mathematics anxiety than male students
in secondary school of Sokoto state. In
another development both emotional and
physical symptoms have no significant
difference on gender in terms of
mathematics anxiety while cognitive
symptoms indicated significant
difference.
Asymp. Sig. (2-tailed) .000
a. Grouping Variable: Gender
Qualitative Analysis
Forty eight (48) the most anxious
respondents were selected through their
ID number out of the total 383
respondents with help of MAASR for
the semi structure interview
What are the effect of mathematics
anxiety toward science subject among
senior secondary school students in
Sokoto State?

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Madorawa Journal of Arts and Social Sciences (MAJASS), Vol. 4, No. 1, December, 2021- ISSN: 2736-1675

Table 5. Effect of mathematics anxiety problems 18(14.75%) and Lack of

toward science subject accuracy in technology 2(1.64%).
S/N Secondary Primary nodes Response &
nodes
What are the causes of mathematics
Percentage
anxiety toward science subject among
1. Failure in 1. Unable to understand 24(19.67%)
Science practicals in sciences
senior secondary school students in
Subject 2. Unable to apply 22(18.03%) Sokoto State? Scarcity
formulae in science Table 6. Cause mathematics anxiety
subjects toward science subject
3. Misconception of some 26(21.31%) S/N Secondary Primary nodes Response
Scientific concept nodes &
2. Scarce of 1. Avoidance of science 16(13.12%) Percenta
Science subjects
ge
Teachers 2. Negative attitude toward 14(11.48%)
1. Nature of 1. Abstraction of 8(3.54%)
Science
3. Scarce of 1. Unable to use 18(14.75%)
Mathematic some concept
technology mathematics to solve s 2. Required Higher 5(2.21%)
technological problems thinking skills
2. Lack of acuracy in 2(1.64%)
3. Required large 9(3.98%)
technology
working memory
122 (100%)
Total
2. Teachers’ 1. Exsessive anger 20(8.85%)
Factor
2. Embracing 13(5.75%)
The analysis of table V.
Statement
portrayed the effect of mathematics
3. Too much 27(11.95
anxiety toward science subject which was
Punishment %)
explore from the participants through the
interview that include; Failure in Science 4. Poor motivations 13(5.75%)

as theme under which the following

subtheme were generated with their 3. Parental 1. Narration of 10(4.42%)

percentage of the responses as; Unable to Factor negetive

understand practical in sciences Experience about

24(19.67%),Unable to apply formulae in maths and science

science subjects 22(18.03%), 2. Poor Parents’ 11(4.87%)

Misconception of some Scientific background in

concept 26 (21.31%). Another theme maths and science

emerged as Scarce of Science Teachers 4. Governmen 1. Lack good 12(5.31%)

which include the following subtheme as; tal Factor faciliticies

Avoidance of Science subjects 16 2. Lack of 17(7.52%)

(13.12%), Negative attitude toward conduceive

Science 14(11.48%) third theme also environment

were figure out as Scarce of technology 3. Lack of maths 8(3.54%)

which includes; Unable to use laborotories

mathematics to solve technological 5. Societal 1. Difficulty of the 9(3.98%)

232

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Madorawa Journal of Arts and Social Sciences (MAJASS), Vol. 4, No. 1, December, 2021- ISSN: 2736-1675

believes subject with subthemes; Lack good facilities

2. Believes 9(3.98%) 12(5.31%), Lack of conducive
mathematics can environment 17(7.52%), and Lack of
make an maths laboratories 8(3.54%). Societal
individual mad believes is another theme with
3. Mathematics is 12(5.31%) subthemes; Difficulty of the subject
only for the 9(3.98%), Belief that mathematics can
intelligent students cause affect cognitive health 9(3.98%),
4. Myth that boys are 11(4.87%) Mathematics is only for the intelligent
better than girl students 12(5.31%), Myth that boys are
6. Lack of 1. Hatred of 12(5.31%) better than girl 11(4.87%). Lack of
Interest mathematics Interest is the last theme explore with
2. Being Scared of 9(3.98%) subthemes which includes; Hatred of
mathematics mathematics 12(5.31%) Being Scared of
teacher mathematics teacher 9(3.98%), Lack of
3. Lack of 7(3.10%) confidence 7(3.10%) and Perceived
confidence usefulness of mathematics 4(1.77%).
4. Perceived 4(1.77%)
unusefulness of What are the possible solutions to the
mathematics factors responsible for the mathematics
226 anxiety toward science subjects among
(100%) Senior Secondary school students in
Sokoto State?
The analysis of table VI. showed
the causes of mathematics anxiety toward
science subject which was explore from
the participants through the interview
that include; Nature of Mathematics with
these subthemes; Abstraction of some
concept 8(3.54%) Required Higher
thinking skills 5(2.21%) Required large
working memory 9(3.98%). Another
theme was Teachers’ Factor with
subtheme Excessive anger 20(8.85%),
Embracing Statement 13(5.75%), Too
much Punishment 27(11.95%), and Poor
motivations 13(5.75%). Parental Factor
Narration of negative Experience about
maths and science 10(4.42%),, Poor
Parents’ background in maths and
science 11(4.86%). Another causes
highlighted as Governmental Factor
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Madorawa Journal of Arts and Social Sciences (MAJASS), Vol. 4, No. 1, December, 2021- ISSN: 2736-1675

Table 7. Remedy of mathematics 4. Unveiling the 6(5.22%)

anxiety toward science subject importance of

S/ Secondar Primary nodes Response mathematics to
N y nodes & Science.
Percentage 115 (100%)
1 Teacher 1. Competition/Quiz 7(6.09%)
Effort 2. Make mathematics 9(7.83%) The analysis of table VI. showed
enjoyable the possible solutions to the factors
3. Relating 8(6.96%) responsible for the mathematics anxiety
mathematics to real toward science subjects among Senior
life situations Secondary school students in Sokoto
4. Rewarding the 11(9.57%) State which include; Teacher Effort as
learner theme with these subthemes;
2 Parental 1. Encouge their 12(10.43%) Competition/Quiz 7(6.09%), Make
Effort children to learn mathematics enjoyable 9(7.83%),
mathematics Relating mathematics to real life
2. Encourage their 9(7.83%) situations 8(6.96%) and Rewarding the
children to attend learner 11(9.57%). Another theme
math classs emerge as Parental Effort; with sub
regularly theme that includes; Encourage their
3. Explain the 5(4.34%) children to learn mathematics
importance of 12(10.43%), Encourage their children to
mathematic and attend math class regularly 9(7.83%), and
science to their Explain the importance of mathematics
children and science to their children 5(4.34%),
this is another Governmental Effort with
3 Governm 1. Provision of 5(4.34%) these subthemes; Provision of
ental Mathematics Mathematics laboratories 5(4.34%),
Effort labarotories Conduceive learning environment
2. Conduceive 8(6.96%) 8(6.96%), Employment of
learning qualified mathematics and science
environment teachers 14(12.17%), Societal Effort is
3. Employment of 14(12.17%) one the remedy with subthemes that
qualified include; Encouraging Statement
mathematics and 9(7.83%), Extra mathematics lesson class
science teachers 7(6.09%), Positive advice 5(4.34%) and
4 Societal 1. Encouraging 9(7.83%) Unveiling the importance of mathematics
Effort Statement to Science.6(5.22%)
2. Extra mathematics 7(6.09%)
lesson class
3. Positive advice 5(4.34%)

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Madorawa Journal of Arts and Social Sciences (MAJASS), Vol. 4, No. 1, December, 2021- ISSN: 2736-1675
Discussion
The level of mathematics anxiety
categorically as; low, medium high and
high.
What is the level of mathematics anxiety
of 15-18-year-olds students in Sokoto
state from the students’ perspectives?
From the CEP-MAASR the
findings revealed that mathematics
anxiety mean Score of the total
participants was 3.54 which indicated
that, about 70.08% out of the total
participants has higher level of
mathematics anxiety toward science
subject, this is in line with the findings of
Arigbabu, Tobih, & Arigbabu, (2016),
that about 72.5% of the total participant
in their research conducted in Nigeria
has higher level of mathematics anxiety.
There is no significant difference
between students’ mathematics anxiety
toward science subject and students’ sex
? attitude toward Scienc third theme also
However, the findings in table IV
indicated a significant difference between
mathematics anxiety toward science
subject and students’ gender. Mann
Whitney test indicated that z = -11.731;
p<0.05 therefore null hypothesis most be
rejected, this showed that the level of
mathematics anxiety of female student
happens to be higher than that of their
counterpart male students. This is in
similar findings with Arigbabu et al.,
(2016) that mathematics anxiety is
gender sensitive. . In UK Hunt et al.,
(2011) found that the level of the
mathematics of female students is higher
than that of male students but in Malaysia
Zakaria et al., (2012) found that there is
no significant difference across the
gender. This is perhaps in the Malaysian
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https://www.majassu.com/volume-4-number-1-december-2021/
context, a strategic care they put in place
in catering the issue of mathematics
anxiety and female students were given
full opportunity and support to participate
in the educational sector.
The effect of mathematics anxiety
toward science subject
The analysis of table V.
portrayed the effect of matematics
anxiety toward science subect which was
explore from the participants through the
interview that include; Failure in Science
as theme under which the following
subtheme were generated with their
percentage of the responses as; Unable to
understand practicals in sciences,Unable
to apply formulae in science subjects,
Misconception of some Scientific
concept. Another theme emerged as
Scarce of Science Teachers which
include the following subtheme as;
Avoidance of Science subjects, Negative
were figureout as Scarce of technology
which includes; Unable to use
mathematics to solve technological
problems and Lack of acuracy in
technology. According to Ibrahim,
Galadima &Yushau, (2007) poor
performance in mathematics significantly
affects students’ performance in science
and technology oriented subjects.
The cause of mathematics anxiety toward
science subject
The analysis of table VI. showed
the causes of matematics anxiety toward
science subect which was explore from
the participants through the interview
that include; Nature of Mathematics that
includes; Abstraction of some concept,
Required Higher thinking skills,
Required large working and is in total
Madorawa Journal of Arts and Social Sciences (MAJASS), Vol. 4, No. 1, December, 2021- ISSN: 2736-1675
agreement with findings of Viholainen et
al., (2014) that said nature of mathematic
itself is one of the contributing factor
toward mathematics anxiety and by
implication can easily affected the
science subject negatively. Another
contributing factor was Teachers’ Factor
with some branches such as Excessive
anger, Embracing Statement, too much
Punishment, and Poor motivations this
can be justified by Whyte & Anthony,
(2012), who reported that mathematics
anxiety sprang from teaching of
mathematics teachers. Parental Factor is
among the causes of mathematics anxiety
toward science subject as explore
Narration of from the students
perspective that has do with negative
Experience about maths from the side of
parent and Poor Parents’ background in
maths and science. This marged the
saying that, some parent are the geneses
of mathematics anxiety student
developed (Soni & Kumari, 2017).
Another causes of mathematics anxiety
toward science Subject highlighted was
Governmental Factor with these
categories as; Lack good facilities, Lack
of conducive environment, and Lack of
maths laboratories. Societal believes is
another theme with subthemes; Difficulty
of the subject, Belief that mathematics
can cause affect cognitive health,
Mathematics is only for the intelligent
students, Myth that boys are better than
girl. Lack of Interest is the last theme
explore with subthemes which includes;
Hatred of mathematics, Being Scared of
mathematics teacher, Lack of confidence
and Perceived usefulness of mathematics.
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https://www.majassu.com/volume-4-number-1-december-2021/
the possible solutions to the factors
responsible for the mathematics anxiety
toward science subjects
The analysis of table VI. showed the
possible solutions to the factors
responsible for the mathematics anxiety
toward science subjects among Senior
Secondary school students in Sokoto
State which include; Teacher Effort with
some categories such as;
Competition/Quiz, make mathematics
enjoyable, relating mathematics to real
life situations and Rewarding the learner
. Another theme emerge as
Parental Effort; with sub theme that
includes; Encourage their children to
learn mathematics, Encourage their
children to attend math class regularly,
and Explain the importance of
mathematics and science to their children
this is total agreement with the perception
of Beilock & Willingham, (2014), that
teacher and parent can help the learner to
reducing the level mathematics anxiety.
Another solution to the mathematics
anxiety toward science subject is
Governmental Effort with also some
constructs such as ; Provision of
Mathematics laboratories, Conducive
learning environment , Employment of
qualified mathematics and science
teachers , Societal Effort is another
remedy with some include; Encouraging
Statement, Extra mathematics lesson
class, Positive advice and Unveiling the
importance of mathematics to Science.
This can supported by Tella, (2007) who
says Government and Society should
engage actively in motivating the
students to reduce the level mathematics
anxiety in their academic performance
Madorawa Journal of Arts and Social Sciences (MAJASS), Vol. 4, No. 1, December, 2021- ISSN: 2736-1675

Implications of the study International Journal of Education

It is advised that teacher should and Research, 2(2), 1–20.
strive to investigate the factors Bandura, A. (1986). Social Cognitive
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Researchers should carry out study of https://doi.org/94305-2131
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mathematics that would make Ramirez, G., & Levine, S. C.
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Geogebra, scratch, google sketch up and 107(5), 1860–1863.
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