Relationship between Student Anxiety and Achievement in Mathematics among Secondary School Students in Ganze District Kilifi County Kenya

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dc.contributor.authorMweni, Nickson Tsofa
dc.contributor.authorO’Connor, Marguerite M.
dc.contributor.authorKerich, Wilson
dc.date.accessioned2023-06-14T09:48:51Z
dc.date.available2023-06-14T09:48:51Z
dc.date.issued2023
dc.descriptionArticleen_US
dc.description.abstractThis article is based on a bigger study which sought to establish the relationship between affective factors with students` achievement in mathematics. The article shares findings from the study objective to establish the relationship between student anxiety and achievement in mathematics. Descriptive Survey research design on a sample size of 250 students used a mathematics anxiety rating scale and mathematics achievement test to collect quantitative data. The computational formula of Pearson`s product-moment correlation coefficient (𝑟𝑥𝑦) determined the null hypothesis, “there is no statistically significant relationship between student anxiety and achievement in mathematics”. The study found that there was a statistically significant positive correlation coefficient of 𝑟𝑥𝑦 = 0.38 between student anxiety and achievement in mathematics. This implies that student anxiety is indirectly proportional to achievement in mathematics. However, analysis based on gender differences contradicts the stereotype that females are always of higher anxiety levels towards mathematics than males. Males in mixedboarding and mixed-day secondary schools indicated lower anxiety levels than females, unlike in single-sex boarding secondary schools where both genders indicated similar anxiety levels towards mathematics. The study recommends mathematics teachers have to build up friendly situation that avoids anxiety in a classroom environment for better achievement since student anxiety is indirectly proportional to achievement in mathematics.en_US
dc.identifier.citationMweni, N. T.,O’Connor, M. M. & Kerich, W. (2023). Relationship between Student Anxiety and Achievement in Mathematics among Secondary School Students in Ganze District Kilifi County Kenya.International Journal of Advanced Research, 6(1), 1-8. https://doi.org/10.37284/ijar.6.1.1047en_US
dc.identifier.urihttps://doi.org/10.37284/ijar.6.1.1047
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/25815
dc.language.isoenen_US
dc.publisherEANSOen_US
dc.subjectStudent Anxietyen_US
dc.subjectMathematics Achievementen_US
dc.subjectAttributionen_US
dc.subjectAffective Factorsen_US
dc.subjectGenderen_US
dc.titleRelationship between Student Anxiety and Achievement in Mathematics among Secondary School Students in Ganze District Kilifi County Kenyaen_US
dc.typeArticleen_US
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