Mathematics anxiety and academic achievement among Junior High School students in the Sagnarigu Municipality

Authors

  • Daniel Fuachie Department of Educational Foundations, Faculty of Education , University for Development Studies image/svg+xml
  • Edward Abasimi Department of Health Science Education, Faculty of Education , University for Development Studies image/svg+xml

DOI:

https://doi.org/10.63671/ijeir.v2i3.123

Keywords:

Mathematics anxiety,, Academic achievement,, Junior High School,, Students,, Mathematics performance,, Mathematics education

Abstract

Students' anxiety with mathematics and its impact on their academic performance is a widespread problem all over the world. This study sought to examine the mathematics anxiety of Junior high school (JHS) learners and its effects on their mathematics achievement in selected Junior High Schools in Sagnarigu Municipality. The study used a descriptive survey research design using a quantitative approach. The study was conducted on 144 JHS students randomly selected in the chosen schools. The data collection instrument used was a structured questionnaire. Descriptive and inferential statistical techniques were used in the analysis of data. The results showed that students have experienced mathematics anxiety at a high level, especially when experiencing problems in mathematics performance and fear of failing tests. Fear of failure on mathematics tests and lack of understanding of mathematics were the most important factors that contributed to mathematics anxiety. Students' mathematics achievement also negatively correlated with mathematics anxiety.  Girls had a significantly higher level of mathematics anxiety than boys, and there was no significant difference in anxiety based on age. Effective interventions to alleviate mathematics anxiety that were identified include providing regular feedback and positive reinforcement from teachers, the use of visual aids and hands-on activities, supportive classrooms, and additional mathematics practice. The study concludes that deliberate steps of teachers, parents, and school leaders to establish a supportive learning environment, to involve students actively in mathematics learning, and to boost students' belief in their own mathematical ability are essential to reduce mathematics anxiety.

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Published

2026-07-17

Issue

Vol. 2 No. 3: July-September 2026

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Articles

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How to Cite

Fuachie, D., & Abasimi, E. (2026). Mathematics anxiety and academic achievement among Junior High School students in the Sagnarigu Municipality. International Journal of Educational Innovations and Research, 2(3), 136-153. https://doi.org/10.63671/ijeir.v2i3.123

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