PERCEPTION OF TEACHERS ON THE CAUSES AND EFFECTS OF MATHEMATICS ANXIETY AMONG SECONDARY SCHOOL STUDENTS IN BAYELSA STATE
CHAPTER ONE
INTRODUCTION
1.1 Background of the study
Mathematics has been viewed as one of the key courses because most fields depend on employing mathematical reasoning. It is an important component of Science, Technology, Engineering, and Mathematics (STEM) education. Mathematical knowledge is a vital factor for students' future professional success; consequently research (Carter, 2008) on teaching and studying mathematics has gained a lot of attention over the years. According to Foong, (1987), mathematics is frequently considered as difficult, supporting the premise that rather than teaching the substance and practices of mathematics, the major emphasis should be on students' experiences with the subject and giving mathematical sense-making possibilities. More precisely, since students' experiences with mathematics have not been particularly favorable, the role of mathematics in other disciplines of study has been a developing research issue at tertiary institutions.
According to LeViness (2017), pupils' unpleasant mathematics experiences have been connected to anxiety. In the context of mathematics education, little investigation has been done on the connection between mathematics anxiety, mathematics self-efficacy, and learning approaches among STEM and social science students. In general, anxiety is viewed as a mental health disorder in children and adolescents that is crucial to manage as it might have long-term effects. Young persons are more susceptible to their immediate surroundings than adults, and they have less resources and past experiences to cope with stressful occurrences (Stadler & Walitza, 2021). (Stadler & Walitza, 2021). As a consequence of their sentiments of insecurity, people are more impacted by stressful events. Individual, family, or parental-related risk and resilience variables impact the amount and capacity of children and adolescents to cope (Stadler & Walitza, 2021). (Stadler & Walitza, 2021).
Anxiety problems plague millions of children, according to the Child's Mental Health Report (2018), and hinder them from realizing their full potential. “We still have a long way to go”, the study says. Anxiety is a gateway disorder that may lead to despair, school failure, suicide, and drug misuse if left untreated. Because children are often relatively young when anxiety hits, they learn to suffer in quiet from an early age. Worry, problems with ambiguity, an excessively reactive reaction to perceived dangers (including freezing), and avoidance are the characteristics of anxiety. Some young individuals avoid or become extremely terrified of school topics, events or items that arouse their phobias, while others respond with wrath and terror. This conduct is sometimes misconstrued as fury or disagreement. Few instructors identify the considerable suffering suffered by secondary school pupils with phobias or social anxiety disorder, and their issues may be ascribed to "shyness." Many young folks are unaware that their unreasonable emotions might be the consequence of a curable ailment rather than a character failing. In past years, health care practitioners have grown more conscious of anxiety in young people, with one research indicating a 17 percent rise in anxiety disorder diagnoses (Bitsko, Holbrook, Ghandour, Blumberg, Visser, Perou, & Walkup, 2018). (Bitsko, Holbrook, Ghandour, Blumberg, Visser, Perou, & Walkup, 2018). Teens and their parents are becoming more aware of the importance of anxiety disorders, and they are starting to urge for treatment at a level that far surpasses that of a generation before. LeViness, Bershad, & Gorman, (2017) reported that anxiety is the most prevalent cause of worry in schools. Despite greater awareness, the percentage of adolescents who get treatment remains the lowest of all the major categories of mental health problems, far below the population's anxiety prevalence. Thirty percent of children and adolescents will fit the criteria for an anxiety disorder at some time, however eighty percent will never seek help.
Anxiety problems impact about 117 million young people globally. Although roughly 10 percent of youngsters ages 6–17 have an anxiety condition, over 20 percent will have functional problems owing to anxiety in at least one element of life by early adulthood (Copeland, Angold, Shanahan,& Costello, 2014). (Copeland, Angold, Shanahan,& Costello, 2014). Anxiety may influence a child's social and scholastic performance, as well as other parts of their life. According to Twenge (2015) secondary school kids now report higher anxiety symptoms and are twice as likely to consult a mental health professional than adolescents in the 1980s. LeViness et al. (2017) noted and agreed that anxiety has surpassed depression as the most prevalent complaint among secondary school students seeking mental health treatment, he confirmed with this assessment, stating that anxiety is the most common concern, followed by stress.
1.2 Statement of the problem
Mathematics anxiety is a psychological problem that is seldom spoken about in schools and households. It is an evident problem that prevails among pupils of secondary schools and even the university institutions. Anxiety in mathematics has the possibility of causing poor performance in mathematics and overall academic accomplishment of children. Copeland (2014) has demonstrated that success of students in mathematics is impacted by psychological variables such as anxiety. In the mathematical context, it seems that many students who are poor in mathematics worry when seeking to apply maths abilities to solve issues (Mohamed and Tarmizi, 2010; Arem, 2003; Rahim, 2002; Tobias, 1995). The results of Marsh and Tapia (2002) reveal that students with low levels of maths anxiety feel more enthused, more confident and more motivated to study mathematics when compared to students who have high anxiety levels. Puteh (2002) explains mathematics anxiety as a repeating process that is dependent on information collected by people from their environment. This knowledge is gathered and constitutes the personal experience of people, which eventually shapes their views regarding mathematics. It is the objective of this research to critically investigate from the teachers viewpoint, the causes and consequences of mathematics anxiety among secondary school students, and based on this knowledge give beneficial recommendations.
1.3 Objective of the study
The primary objective of the study is as follows:
i. To evaluate the perception of teachers on the causes of students anxiety towards mathematics.
ii. To evaluate the perception of teachers on the effect of students anxiety towards mathematics
iii. To examine the perception of teachers on the performance of students with regards to anxiety in mathematics.
1.4 Research Questions
The following questions have been prepared for this study:
1. What is the perception of teachers on the causes of student anxiety towards mathematics?
2. What is the perception of teachers on the effect of students anxiety towards mathematics?
3. What is the perception of teachers on the performance of students with regards to anxiety in mathematics?
1.5 Significance of the study
Anxiety among students is not greatly discussed, thus, this research will serve as a discussion material that captures the causes of mathematics anxiety from the perspective of the students. Also, the study will provide insights to teachers on proactive ways to mitigate anxiety in students not just for mathematics but for other core subjects which students consider difficult. Finally, this study serves as an academic contribution to knowledge.
1.6 Scope of the study
This study focuses on evaluating the perception of teachers on the causes of students anxiety towards mathematics. This study will also evaluate the perception of teachers on the effect of students anxiety towards mathematics. This study will further look into the perception of teachers on the performance of students with regards to anxiety in mathematics. Hence the study will be delimited to selected secondary schools in Bayelsa state.
1.7 Limitation of the study
This study was constrained by a number of factors which are as follows:
Just like any other research, ranging from unavailability of needed accurate materials on the topic under study, inability to get data.
Financial constraint , was faced by the researcher ,in getting relevant materials and in printing and collation of questionnaires.
Time factor: time factor pose another constraint since having to shuttle between writing of the research and also engaging in other academic work making it uneasy for the researcher.
1.8 Definition of terms
Perception: the way and manner a situation, phenomenon, or condition is understood and interpreted.
Anxiety: A psychological feeling of fear and failure before undertaking a task or event.
Students: A group of individuals that attend a formal setting of learning.
REFERENCES
Bitsko, R. H., Holbrook, J. R., Ghandour, R. M., Blumberg, S. J., Visser, S. N., Perou, R., & Walkup, J. T. (2018). Epidemiology and Impact of Health Care Provider–Diagnosed Anxiety and Depression Among U.S. Children. Journal of Developmental & Behavioral Pediatrics, 39(5), 395-403. doi: 10.1097/DBP.0000000000000571
Carter R, William S, Silverman W, (2008). Cognition and emotion. 539-551, 22
Center Directors Annual Survey. Retrieved July 11, 2018, from: https://www.aucccd.org/public.
Children’s Mental Health Report (2018). Understanding Anxiety in Children and Teens.
Copeland, W. E., Angold, A., Shanahan, L., & Costello, E. J. (2014). Longitudinal Patterns of Anxiety From Childhood to Adulthood: The Great Smoky Mountains Study. Journal of the American Academy of Child and Adolescent Psychiatry, 53(1), 21–33. http://doi. org/10.1016/j.jaac.2013.09.017
Foong, P. Y. (1987). Anxiety and mathematics performance in female secondary school students in Singapore. Asia Pacific Journal of Education, 8(2), 22-31.
LeViness, P., Bershad, C., & Gorman, K. (2017). The Association for University and College Counseling
Marsh, G.E. and M. Tapia (2002). Feeling good about mathematics: Are there sex differences? Proceedings of the Annual Meeting of the Mid-South Educational Research Association, Nov. 6-8, Mathematics Education, 21(1), 33-46.
Mohamed, S.H. and R.A. Tarmizi. (2010). Anxiety in mathematics learning among secondary school
Puteh, M. (2002). Qualitative research approach towards factors associated with mathematics anxiety.
Stadler, C.; Walitza, S. Risikofaktoren (2021). und Resilienz für die kindliche Entwicklung in der COVID-19 Krise. In COVID-19 Ein Virus Nimmt Einfluss auf Unsere Psyche. Einschätzungen und Maßnahmen aus Psychologischer Perspektive. 2., Erweiterte und Überarbeitete
Twenge, J. M. (2015). Time Period and Birth Cohort Differences in Depressive Symptoms in the U.S., 1982–2013. Social Indicators Research, 121(2), 437
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