INCIDENCE OF MATHEMATICS ANXIETY AMONG JUNIOR HIGH STUDENTS’ LEARNING OF MATHEMATICS IN GHANA

Incidence of mathematics anxiety

Abstract

There is no gainsaying that mathematics anxiety continues to scare during classroom instruction. However, its real incidences as freely expressed by learners remain unexploited. This study therefore explored the incidences of mathematics anxiety among public junior high school learners in Effutu Municipality of Ghana. In achieving this purpose, the researchers employed a qualitative descriptive phenomenological design in which purposive sampling procedure was used to select seven students from a population of junior high school two learners. The instrument used for data collection was interview guide. The learners were guided to freely express their opinions to reduce response redundancy. These responses from the participants were further trimmed into well-defined themes for analysis. The results of the responses showed high incidences of mathematics anxiety among the learners. The findings showed that the commonest incidences were forgetfulness, fear, inappropriate methods, inadequate practice and examinations phobia. In order to minimize these incidences, it was recommended among others that teachers should use teaching and learning aids peculiar to learners’ environment and provide a variety of instruments to provoke varied learning styles.