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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) · pp. 161–171

DOI
10.11591/ijere.v11i1.22189
ISSN
2620-5440, 2252-8822
Published
2022-03-01
Publisher
Institute of Advanced Engineering and Science
Language
eng
License
creativecommons.org/licenses/by-nc/4.0

Abstract

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.

Keywords

Collaboration network of the authors

40 authors · 121 co-authorship links · 10 across different organisations · showing the 40 most connected

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • University of Technology Malaysia
  • Universiti Sains Malaysia
  • Indonesia University of Education
  • State University of Makassar
  • Universiti Teknologi MARA
  • Sokoto State University
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Johari SurifUniversity of Technology Malaysia8
Abdul Halim AbdullahUniversity of Technology Malaysia5
Chuzairy HanriUniversity of Technology Malaysia5
Low Suan EeAffiliation unknown2
Nurul ShidaAffiliation unknown2
Sayed Abdul Aziz Ahmady FalahAffiliation unknown2
Mangai Solomon MahananAffiliation unknown2
N. F. A. RahayuUniversity of Technology Malaysia1
Nanang WinarnoIndonesia University of Education1
Nur Jahan AhmadUniversiti Sains Malaysia1
Nooraida YakobUniversiti Sains Malaysia1
W. H. AkmalAffiliation unknown1
Erwin ErlanggaAffiliation unknown1
Rini SugiartiAffiliation unknown1
Mulya Virgonita Iswandari WintaAffiliation unknown1
Deafika Trisnanda RiestaAffiliation unknown1
Hisyam IhsanAffiliation unknown1
Muhammad Ammar NaufalState University of Makassar1
Mohd Salleh AbuAffiliation unknown1
Rondiyah RondiyahAffiliation unknown1
Hendro PermadiAffiliation unknown1
Loh Boon PingAffiliation unknown1
Norasykin Mohd ZaidAffiliation unknown1
Megat Aman Zahiri Megat ZakariaAffiliation unknown1
Low Suan EeAffiliation unknown1
Corrienna Abdul TalibAffiliation unknown1
Nabilah AbdullahUniversiti Teknologi MARA1
Liang Yun ChinnAffiliation unknown1
Zhao ZhifengAffiliation unknown1
Muhamad Nur FariduddinAffiliation unknown1
He MengyaoAffiliation unknown1
He XuetingAffiliation unknown1
Zaleha IsmailAffiliation unknown1
Muhammad Nasiru HassanSokoto State University1
Nur Syuhada RusliAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) http://ijere.iaescore.com/index.php/IJERE/oai, first harvested 8 Nov 2026, last seen 8 Nov 2026.
Original metadata (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>
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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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