ABSTRACT
This study investigated Self-efficacy as correlate of mathematics test anxiety among senior secondary school students in Ahiazu Mbaise Local Government area of Imo State. Two research questions and two null hypotheses guided the study. The study adopted a correlational research design. The sample for the study consisted of 143 respondents drawn through multistage sampling techniques from 714 senior secondary school students in Ahiazu Mbaise Local Government area of Imo State. Two researchers developed instruments titled Students’ Mathematics Test Anxiety Identification Questionnaire (SMTAIQ) and Self-Efficacy Questionnaire (SEQ) were used for data collection. The instruments were validated by three experts: one from Educational Psychology, one from Guidance and Counselling, and another from Measurement and Evaluation from Michael Okpara University of Agriculture, Umudike. After computation for stability using Pearson Product Moment Correlation coefficient value of r = 0.86 was obtained for Students’ Mathematics Test Anxiety Identification Questionnaire (SMTAIQ) and r = 0.89 for Self-Efficacy Questionnaire (SEQ). However, the reliability co-efficient values of Students’ Mathematics Test Anxiety Identification Scale (SMTAIS) and Self-Efficacy Questionnaire (SEQ) on which the present SMTAIS and SEQ was modelled stood at 0.89 and r = 0.77 respectively. Data obtained through the administration of the two instruments were organized and analysed using Pearson’s r, R2 (coefficient of determination) to answer the research questions while linear regressions were used to test the null hypotheses at 0.05 levels of significance which revealed the following findings: A very highly positive and significant correlation exists between self-efficacy and mathematics test anxiety among senior secondary school students; there is no significant gender influence on self-efficacy as a correlate of mathematics test anxiety among senior secondary school students. A major educational implication of the findings is that mathematics test anxiety of senior secondary school students depends on their self-efficacy. It is therefore recommended that advisors should go beyond the academic field and help students to improve and understand how their self-efficacy may shape their perceptions of mathematics.
TABLE OF CONTENTS
Title i
Certification iii
Declaration ii
Dedication iv
Acknowledgments v
Table of Contents vi
List of Tables viii
Abstract ix
CHAPTER
1: INTRODUCTION 1
1.1 Background to the Study 1
1.2 Statement
of the Problem 6
1.3 Purpose
of the Study 7
1.4 Significance of the Study 8
1.5 Research
Questions 9
1.6 Hypotheses 10
1.7 Scope
of the Study 10
CHAPTER
2: REVIEW OF RELATED LITERATURE 11
2.1 Conceptual
Framework 11
2.1.1 Concept of Mathematics Test
Anxiety 11
2.1.2 Concept of Anxiety 13
2.1.3 Objective of Teaching
Mathematics in Senior Secondary School 14
2.1.4 Concept of Self-Efficacy 16
2.1.5 Concept
of Gender 20
2.2 Theoretical
Framework 22
2.2.1 Social
Cognitive Self-Efficacy Theory by (Bandura, 1977) 22
2.2.2 Cognitive
theory of Anxiety by (Ellis & Beck, 1976) 23
2.3 Review
of Empirical Studies 24
2.4 Summary
of Reviewed Related Literature 30
CHAPTER 3: METHODOLOGY 32
3.1 Design of the Study 32
3.2 Area of the Study 32
3.3 Population of the Study 33
3.4 Sample and Sampling Technique 33
3.5 Instruments for Data Collection 34
3.6 Validation of the Instruments 35
3.7 Reliability of the Instruments 35
3.8 Method of Data Collection 36
3.9 Method
of Data Analysis 36
CHAPTER
4: RESULT PRESENTATION AND DISCUSSION 37
4.1 Results
Presentation 37
4.2 Discussion
of Findings 41
CHAPTER
5: SUMMARY, CONCLUSION AND RECOMMENDATIONS 43
5.1
Summary of Study 43
5.2 Conclusion
44
5.3
Recommendations 45
5.4 Educational Implications of Findings 46
5.5 Limitation of the Study 47
5.6 Suggestion for Further Research 47
REFERENCES 48
APPENDICES
LIST OF TABLES
TABLES PAGES
4.1 Relationship between self-efficacy and mathematics
test anxiety among senior secondary school students 37
4.2 Relative contribution of self-efficacy in mathematics test anxiety among senior secondary school
students 38
4.3 Self-efficacy as a correlate of mathematics test anxiety among senior secondary school
students. 38
4.4 Gender differences in the relationship between self-efficacy and mathematics test anxiety among boys
and girls in secondary schools 39
4.5 Relative contribution of gender in the relationship between mathematics test anxiety among boys and
girls in secondary schools 39
4.6 Gender differences in the relationship between self-efficacy and mathematics test
anxiety among boys and girls in secondary schools 40
CHAPTER 1
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Mathematics is among the core subjects in
secondary schools in Nigeria. The knowledge of mathematics is regarded as a
foundation for all science and technological development. Indeed, almost in
everything one does, mathematics is involved. Onwuegbuzie (2010) defined mathematics as a body
of knowledge that centres on such concepts as quality, structure, space change;
and a discipline that studies them. This might not be far from the reason that
it is made a compulsory subject at the secondary level of education.
In spite of the relative importance of
mathematics in the overall economic development of a country, as well as being
a core subject in the secondary level of education, students’ achievements in
it have been very poor (Barrows, Dunn & Lloyd, 2013). According to Barrows,
et al (2013) learning difficulties include students’ negative feeling towards
mathematics, poor coping strategy, teacher dissatisfaction, poor environment,
non-availability of appropriate text books and poor method of teaching. In this
regard, Adebule (2014) supported the view of Roberts and Bilderback (2012) by asserting that
mathematics for students is often associated with pain and frustration and a
decrease in the capacity to perform higher mental activities and perceptual
processes. Ahmed, Minnaert, Kuyper and vander-Werf (2012), stated that students
refer to mathematics as being difficult. Moreover, students’ negative
experiences in mathematics class and at home is often transferred, which impedes
appropriate learning of mathematics (Hong, Sas & Sas, 2016).
The poor achievements in mathematics have
been confirmed by the recent West African Examinations Council’s reports from 2013
to 2017. For instance, the WAEC result analysis revealed that only 41.50%,
30.99%, 31.67%, 42.71%, and 52.87%, of the candidates obtained credit pass and
above in the years 2013, 2014, 2015, 2016, and 2017 respectively ((Ajayi & Awogbemi,
2017; Uroko, 2017). A lot of efforts and suggestions have been put in place as
regards students’ poor achievement in mathematics. Some scholars such as Ahmed,
Minnaert, Kuyper and vander-Werf (2012) suggested that self-efficacy could correlate
with mathematics test anxiety among in-school adolescents. In line with the
above, Osiki and Olanike (2012) noted that self-efficacy correlates with mathematics
test anxiety among students.
In Nigeria, especially in Imo State, many
students tend to experience anxiety during tests. Abraham, Slate, Saxon and
Barnes (2014) define anxiety as an emotional state in which people feel uneasy,
fearful and apprehensive. According to et al (2013) some students during the
process of entering for school examination tend to exhibit some forms of
anxiety, fidgeting, panicking. This should not be the case, because tests are
normal situations which one should not be afraid to participate in. Abdulwahed,
Jaworski, and Crawford (2012) asserted that secondary school students usually
feel uneasy, fearful and anxious as tests approach; some even go to the extent
of feigning sickness. This anxious state of emotion exhibited by students
towards test-taking is what Preis
and Biggs (2015) referred to as test anxiety, and it constitutes a
serious academic impediment to students. Ifeagwazi (2010) refer the term test anxiety as a scientific
construct, referring to the set of phenomenological, physiological and
behavioural responses that accompany concern about possible negative consequences
or failure at an examination or at a similar evaluative situation. Mathematics
test anxiety has been considered to include, physiological over-arousal often
referred to as "emotionality," along with dread, worry and
expectations of terrible failure (Ifeagwazi,
2010). DaRos, and Ryan
(2010) explained mathematics test anxiety as an unpleasant state
characterized by feelings of tension and apprehension, worrisome thoughts and
activation of autonomic nervous system which occurs, when an individual is faced
with an evaluative achievement-demanding situation. Mathematics test anxiety
for the purpose of this study is defined as a psychological condition in which
students experience worry, intense fear and concern during tests (Cruise & Wilkins in Phan,
2012). Secondary school students tend to develop extreme fear for performing
poorly on tests, they usually experience test anxiety. The researcher sees mathematics test anxiety as a
psychological condition in which people experience extreme distress and
emotionality in testing situations. While some individual experience some
degree of stress and anxiety before and during examination, test anxiety can
actually impede learning and slow test performance.
Mathematics test anxiety is a significant
issue as can be evidenced by its volume of growing works. Mathematics test
anxiety is frequently cited among other important factors at play in
determining a wide array of unfavourable outcomes for students; these factors
include poor intellectual performance, scholastic underachievement,
psychological distress, and ill health (Adediwura, 2012). Mathematics test
anxiety has been found to interfere with competence, both in laboratory
settings as well as in true-life testing situations in secondary school or
University settings (Adediwura, 2012). In line with the above, Afari, Aldridge,
Fraser and Khine (2012) observed that mathematics test anxiety influenced
negatively a lot of socially accepted measures of school achievement and
ability at both secondary school students and university levels. People usually
experience anxiety about events they cannot reduce or predict, or about events
that seem threatening or dangerous; as a result of these.
Mathematics test anxious students tend to
react with a strong view of threat, reduced feelings of being able to produce
desired result, having a low opinion of self; expecting to fail, blaming
others, and having a strong emotional reactions and anxiousness at every first
sign of failure (Walsh & Ugumba,
2012).Students at all levels who experience mathematics test anxiety
most often choose and pursue careers which may not fully challenge their
intellectual abilities (Alday & Panaligan, 2013). There is no doubt that
these students could need help.
Mathematics tests anxiety could correlate
emotional problem for many students, which if not attended to could result in
neurotic difficulties (Ahmed, Minnaert, Kuyper, & vander-Werf, 2012). Anxiety,
in some cases, could result to frustration, and this is capable of affecting
the totality of the individual as well as the individual’s personality (Akay &
Boz, 2010). To some people, the symptoms of anxiety can become so excessive
that they make it difficult or even impossible for people to focus on a test.
Symptoms such as nausea, sweating and nervousness are actually experienced as a
result of such emotional problems (Akin & Kurbanoglu, 2011). Researchers have succeeded in
verifying its discriminate validity as well as convergent validity in
predicting common motivational outcomes, such as students’ activity choices,
effort, persistence, and emotional reactions. Self-efficacy beliefs have been
found to be sensitive to subtle changes in students’ performance context, to
interact with self-regulated learning processes, and to mediate students’
academic achievement (Akay&Boz, 2010).
Self-efficacy
is defined as a self-evaluation of one’s competence to successfully execute a
course of action necessary to reach desired outcomes (Bandura as cited in Akin
& Kurbanoglu, 2011). It is a
multidimensional construct that varies according to the domain of demands
(Zimmerman in Peters, 2013). Research revealed that it is positively associated with grades in
college (Barrows, Dunn, & Lloyd, 2013).
Mathematics
test anxiety may be better understood by looking at the concept of
self-efficacy as conceived by Albert Bandura. Bandura in Bartsch,
Case and Meerman (2012) posits
that self-efficacy affect mathematics outcomes by increasing students’
motivation and persistence to master challenging academic tasks and by
fostering the efficient use of acquired knowledge and skills. Self-efficacy
refers to belief in one’s own capacity to organize and execute the courses of
action required to manage prospective situations. Thus, it becomes valuable to
the student who encounters an unforeseen situation like mathematics as a
prerequisite for studies in the social sciences. Onyeizugbo (2010) found that
self-efficacy correlated negatively with mathematics test anxiety. Hence, a
possible relationship between self-efficacy and mathematics test anxiety could
not be farfetched as mathematics test anxiety happens to be one of the key
components of mathematics test anxiety. Self-efficacy, or students’ perception of
personal competence, may reduce the effects of mathematics test anxiety, a
major cause of attrition in mathematics and research programme (Onyeizugbo
(2010). This supports the
finding of Schneider in Prusaczyk, and Baker (2011) that a low sense of self-efficacy is
associated with anxiety and helplessness.
Gender as a moderate variable in this study
influences the study of mathematics and in relation to self-efficacy. Currently,
the gender debate is a hot issue in contemporary psychology (Halpern in The
Center for Governmental Studies, 2014). In many areas, researchers have found no consistent gender differences
in relation to self-efficacy as a correlate of mathematics test anxiety. For
example, Stumpf in Iossi (2013) found that females and males do not systematically differ in tests of
overall ability, such as IQ. However, Hong (2009)earlier
stated that performance in mathematics is one area where males consistently
perform better than females. Research in mathematics test anxiety also seems to
buttress the finding, that females report higher levels of mathematics anxiety
than males (Jameson & Fusco, 2014), as well as to report higher levels of other
academic-related anxiety, such as general test anxiety (Jansen,
Louwerse, Straatemeier, Van der Ven, Klinkenberg & Van der Maas, 2013).
One
then wonders the extent self-efficacy correlates with mathematics test anxiety
among senior secondary school students. Thus, this work explores self-efficacy as a correlate of mathematics test anxiety
among senior secondary school students in Ahiazu Mbaise Local Government Area
of Imo State.
1.2 STATEMENT
OF THE PROBLEM
Almost everything one does in life
involves mathematics. No wonder mathematics is made a core subject in secondary
school in Nigeria. Also, mathematics is one of those major subjects the
students are exposed to, right from the primary school level of education. The
above reasons are enough for secondary school
students to have in-depth knowledge of mathematics and make good grades
in it during testing period. However, the reverse is the case, as students’
achievements in mathematics have been very poor. Anxiety in mathematics has
been suspected to be a major cause of poor achievement in mathematics because
mathematics involves calculation and most students dislike and experience anxiety
in subjects that involve calculation, especially in test or examination situation.
Test or examination generates so much fear, tension and disorganizing emotion
in students due to how it is perceived as one of the most important measures of
life success.
Failure in mathematics is therefore a big
set back to the student. For instance, to be accepted in a University or
admitted into a highly competitive professional training programme, a student
must have a very high academic record in mathematics. The researcher’s concern
is how to reduce students panic and apprehensive feelings before, during and
after mathematics test using self-efficacy. The urgent need for the improvement
in mathematics achievement and reduction of mathematics test anxiety for the
interest of the students and the society at large needs to be addressed. This
is vital because examination plays great role in schools, especially at this
stage of economic development and technological advancement. The problem of
this study therefore, put in a question form is: to what extent does self-efficacy correlate with
mathematics test anxiety among senior secondary school students in Ahiazu Mbaise
Local Government Area of Imo State?
1.3 PURPOSE OF THE STUDY
The purpose
of this study is to find out the extent to which self-efficacy correlates with mathematics
test anxiety among senior secondary school students in Ahiazu Mbaise Local Government Area of Imo State.
Specifically,
the study sought to:
1. Find out the extent self-efficacy correlates
with mathematics test anxiety among senior secondary school students in Ahiazu Mbaise
L.G.A of Imo State.
2. Determine the gender influence on self-efficacy
as correlate of mathematics test anxiety among in secondary schools in Ahiazu Mbaise
L.G.A of Imo State.
1.4 SIGNIFICANCE OF THE
STUDY
The study has both theoretical and
practical significance. Theoretically, the study would support the cognitive
theory of anxiety by Ellis and Beck (1976) and social cognitive self-efficacy
theory by Bandura (1977). The findings of this study would help extend or
refute the tenets of cognitive theory of anxiety which stipulates that anxiety
disordered people always anticipate that the worse would happen to them and
feel powerless to adjust effectively. The basic principle and foundation upon
which self-efficacy theory lies is that people are likely to engage in
activities to the extent that they perceived themselves to be competent at
those activities. The findings of this study would further uphold or refute the
view of the self-efficacy theory which explains the reason(s) why people think
erratically or strategically, optimistically or pessimistically.
The
findings of the study may have both theoretical and practical significance. Theoretically,
the findings of this study will further the understanding of social cognitive
self-efficacy theory by Albert Bandura and cognitive theory of Anxiety by Ellis
and Beck through the exploration of the variables as espoused in the two
theories. Hence, it may be a gate-way to understanding clearly if the factors
as theoretically proposed by the theorists could either promote or reduce
mathematics test anxiety among senior students.
Practically,
the findings of this study will be of immense benefit to the following people, students,
teachers, parents, educators, researchers, society, counsellors and
administrators in the following ways: For students, it will enhance learning in
mathematics and subjects that involves calculation; it would evaluate the
concept of self-efficacy and how it could assist student’s appreciation of
mathematics, especially those with low exposure to mathematics.
Teachers
who seek understanding on factors that impede students’ teaching and learning in
mathematics subject would find the study interesting as it could help them in
understanding the factors that could enhance effective learning and
comprehension. Also, it may be useful to mathematics teachers to check the ugly
trend of poor performance in mathematics examinations. In this regard,
students’ self-efficacy could be raised by various methods suitable to the
teachers, as high self-efficacy could predict low mathematics test anxiety.
Parents may
learn how to assist their children in setting goals for themselves. Such goals
may help reduce the level of mathematics test anxiety. An emphasis on student
self-direction and efficacy here means that parents could engage students in
specific strategies that offer them opportunities to make decisions and solve
problems on their own without being told what to do at all times. The study
could help educators and researchers based on the fact that it may serve as a
reference material to every research study relating to self-efficacy as it
correlates mathematics test anxiety when published.
Finally,
the society at large would benefit from the study through continuous quality
improvement which could lead to high self-efficacy in mathematics tests and
examinations. It is expected that the findings of the study would motivate
counsellors and those at the realm of administration to evolve new approaches
and techniques for making mathematics teaching and learning more effective by
orientating the students and teachers on the modern technique that could
enhance mathematics learning.
1.5 RESEARCH QUESTIONS
The
following research questions were posed and answered:
1. To what extent does self-efficacy correlate
with mathematics test anxiety among senior secondary school students?
2. What is the gender influence on self-efficacy
as correlate of mathematics test anxiety among in secondary schools in Ahiazu
Mbaise L.G.A of Imo State?
1.6 HYPOTHESES
The following null hypotheses were formulated
and tested at 0.05 level of significance.
HO1:
Self-efficacy does not significantly correlate with mathematics test anxiety
among senior secondary school students.
HO2: There is
significant gender influence on self-efficacy as correlate of mathematics test
anxiety among in secondary schools in Ahiazu Mbaise L.G.A of Imo State.
1.7 SCOPE OF THE STUDY
This
study was delimited to the extent to which self-efficacy correlate with
mathematics test anxiety. The study was further delimited to the senior
secondary school II students in Ahiazu Mbaise L.G.A of Imo State. Gender was
the moderating variable.
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