Anxiety and the performance of secondary school students in mathematics within Singida District

Abstract

In Singida District, students' performance in the final examination results for mathematics has been consistently low for the past six years. This study investigates the influence of anxiety on mathematics performance among secondary school students. Mathematics anxiety is characterized by feelings of tension, and fear of failure in math tasks is a significant issue affecting students' academic performance. The researchers utilized a quantitative methodology for gathering and analyzing data. The sample consisted of 384 students from twelve secondary schools in the Singida regions were randomly chosen to participate in the study. The study utilized closed-ended questionnaires distributed to participants to collect data. The findings indicated that higher levels of anxiety are associated with lower performance. Additionally, the study identifies various factors contributing to mathematics anxiety, including teaching methods, parental pressure, and lack of confidence. The study concludes with recommendations for educators, parents, and policymakers to implement strategies that can help reduce mathematics anxiety and improve students' performance in the subject. These strategies include creating a supportive learning environment, employing anxiety-reducing teaching techniques, and fostering a positive attitude towards mathematics among students.