EXAMINING THE MEDIATING EFFECT OF SELF-CONCEPT AND STUDENTS’ MATHEMATICS INTEREST ON THE RELATIONSHIP BETWEEN MATHEMATICS ANXIETY AND STUDENTS’ MATHEMATICS ACHIEVEMENT
EXAMINING THE MEDIATING EFFECT OF SELF-CONCEPT AND STUDENTS’ MATHEMATICS INTEREST ON THE RELATIONSHIP BETWEEN MATHEMATICS ANXIETY AND STUDENTS’ MATHEMATICS ACHIEVEMENT
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Date
2022
Authors
Nsiah, Janet
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Abstract
The decline in the performances of students in mathematics at all level of education
have been attributed to several factors over the years. Studies have attributed factors
such as inadequate teaching personnel and resource, anxiety and fear of Mathematics,
poor teaching methods, overcrowded classrooms and mathematics attitude of students
to the poor achievement of students in the subject. This study sought to investiagte the
mediating role of self-concept and student mathematics interest on the relationship
between mathematics anxiety and students’ achievement. This study used a quantitative
appraoches and adopted a descriptive survey design. A Likert scale questionnaire
measuring all the constructs was given to 340 students who were selected using
proportionate stratified and simple random sampling techniques from three school in
the Atwima Nwabiagya South Municipal in the Ashanti Region of Ghana. It was
discovered that students' self-concept and achievement, as well as their interest in
mathematics, were significantly positively correlated. However, there was no
relationship between their achievement and mathematics anxiety. It was discovered that
the relationship between students' mathematics achievement and anxiety was totally
mediated by both their interest in mathematics and their self-concept. Therefore, it was
suggested that math teachers be encouraged to make math classes engaging so that
students would be interested in the subject. Teachers should motivate and encourage
students to develop positive sense of achievement to enable them achieve high self concept