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Exploring teacher effects on intensifying and minimizing mathematics anxiety among students in Sokoto State, Nigeria

International Journal of Evaluation and Research in Education (IJERE) · Vol. 11 No. 1 (2022) · hlm. 161–171

DOI
10.11591/ijere.v11i1.22189
ISSN
2620-5440, 2252-8822
Terbit
2022-03-01
Penerbit
Institute of Advanced Engineering and Science
Bahasa
eng
Lisensi
creativecommons.org/licenses/by-nc/4.0

Abstrak

Mathematics anxiety is the feeling of tension and fear which interferes with the manipulation of numbers in ordinary life and academic setting. This study aimed at exploring students’ level of mathematics anxiety and teacher behavior and speech which intensifies and minimizes mathematics anxiety among secondary schools in Sokoto state, Nigeria. In total, 109 questionnaires regarding mathematics anxiety named the cognitive, emotion, physical-mathematics anxiety rating (CEP-MAR) were distributed to students and 102 were returned. From the responses in the questionnaire, 20 of the most mathematics anxious individuals were selected to participate in a photovoice project. These 20 students were given cameras and asked to capture classroom events, which impact on their mathematics anxiety. Afterwards, a one-to-one semi-structured interview was conducted with each student to discuss the photos. The findings disclosed that teachers’ behavior and speech such as being too quick in mathematics classroom lessons, giving too many notes, exercises, punishments and embarrassing/alarming statements have a significant effect in intensifying mathematics anxiety. The findings also showcased that quiz/competitions, good learning environment, intrinsic and extrinsic motivational statements help in minimizing mathematics anxiety. This study provides further evidence that teachers have both positive and negative effect on students’ mathematics anxiety.

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  • University of Technology Malaysia
  • State University of Malang
  • State University of Semarang
  • Universiti Sains Malaysia
  • State University of Makassar
  • Sokoto State University
  • Universitas PGRI Madiun
  • Organisasi lain
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  • Organisasi berbeda
  • Organisasi sama
  • Afiliasi tidak diketahui
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Rekan penulisOrganisasiArtikel bersama
Johari SurifUniversity of Technology Malaysia8
Abdul Halim AbdullahUniversity of Technology Malaysia5
Chuzairy HanriUniversity of Technology Malaysia5
Low Suan EeUniversity of Technology Malaysia3
Zaleha Binti IsmailUniversity of Technology Malaysia2
He MengyaoUniversity of Technology Malaysia2
He XuetingUniversity of Technology Malaysia2
Nurul ShidaUniversity of Technology Malaysia2
Sayed Abdul Aziz Ahmady FalahUniversity of Technology Malaysia2
Wasilatul MurtafiahUniversitas PGRI Madiun1
SusiswoState University of Malang1
Puguh DarmawanState University of Malang1
N. F. A. RahayuUniversity of Technology Malaysia1
Nanang WinarnoIndonesia University of Education1
Nur Jahan AhmadUniversiti Sains Malaysia1
Nooraida YakobUniversiti Sains Malaysia1
W. H. AkmalAfiliasi tidak diketahui1
Susiswo SusiswoState University of Malang1
Hery SusantoState University of Malang1
Dewi HamidahUIN Syekh Wasil Kediri1
Erwin ErlanggaUniversitas Semarang1
Rini SugiartiState University of Semarang1
Mulya Virgonita Iswindari WintaState University of Semarang1
Deafika Trisnanda RiestaState University of Semarang1
Hisyam IhsanState University of Makassar1
Muhammad Ammar NaufalState University of Makassar1
Mohd Salleh AbuUniversity of Technology Malaysia1
Rondiyah RondiyahAfiliasi tidak diketahui1
Hendro PermadiState University of Malang1
Loh Boon PingAfiliasi tidak diketahui1
Norasykin Mohd ZaidUniversity of Technology Malaysia1
Megat Aman Zahiri Megat ZakariaUniversity of Technology Malaysia1
Corrienna Abdul TalibUniversity of Technology Malaysia1
Liang Yun ChinnUniversity of Technology Malaysia1
Zhifeng ZhaoUniversity of Technology Malaysia1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) http://ijere.iaescore.com/index.php/IJERE/oai, pertama di-harvest 8 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">Exploring teacher effects on intensifying and minimizing mathematics anxiety among students in Sokoto State, Nigeria</dc:title>
	<dc:creator>Ismail, Norulhuda</dc:creator>
	<dc:creator>Garba, Aliyu</dc:creator>
	<dc:creator>Osman, Sharifah</dc:creator>
	<dc:creator>Ibrahim, Nor Hasniza</dc:creator>
	<dc:creator>Bunyamin, Muhammad Abd Hadi</dc:creator>
	<dc:subject xml:lang="en-US">Mathematics anxiety; Mathematics teachers; Photovoice approach</dc:subject>
	<dc:description xml:lang="en-US">Mathematics anxiety is the feeling of tension and fear which interferes with the manipulation of numbers in ordinary life and academic setting. This study aimed at exploring students’ level of mathematics anxiety and teacher behavior and speech which intensifies and minimizes mathematics anxiety among secondary schools in Sokoto state, Nigeria. In total, 109 questionnaires regarding mathematics anxiety named the cognitive, emotion, physical-mathematics anxiety rating (CEP-MAR) were distributed to students and 102 were returned. From the responses in the questionnaire, 20 of the most mathematics anxious individuals were selected to participate in a photovoice project. These 20 students were given cameras and asked to capture classroom events, which impact on their mathematics anxiety. Afterwards, a one-to-one semi-structured interview was conducted with each student to discuss the photos. The findings disclosed that teachers’ behavior and speech such as being too quick in mathematics classroom lessons, giving too many notes, exercises, punishments and embarrassing/alarming statements have a significant effect in intensifying mathematics anxiety. The findings also showcased that quiz/competitions, good learning environment, intrinsic and extrinsic motivational statements help in minimizing mathematics anxiety. This study provides further evidence that teachers have both positive and negative effect on students’ mathematics anxiety.</dc:description>
	<dc:publisher xml:lang="en-US">Institute of Advanced Engineering and Science</dc:publisher>
	<dc:contributor xml:lang="en-US">Universiti Teknologi Malaysia</dc:contributor>
	<dc:date>2022-03-01</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
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	<dc:identifier>https://ijere.iaescore.com/index.php/IJERE/article/view/22189</dc:identifier>
	<dc:identifier>10.11591/ijere.v11i1.22189</dc:identifier>
	<dc:source xml:lang="en-US">International Journal of Evaluation and Research in Education (IJERE); Vol 11, No 1: March 2022; 161-171</dc:source>
	<dc:source>2620-5440</dc:source>
	<dc:source>2252-8822</dc:source>
	<dc:source>10.11591/ijere.v11i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://ijere.iaescore.com/index.php/IJERE/article/view/22189/13268</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2021 Institute of Advanced Engineering and Science</dc:rights>
	<dc:rights xml:lang="en-US">http://creativecommons.org/licenses/by-nc/4.0</dc:rights>
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