THE ROLE OF GENDER, SOCIOECONOMIC STATUS, AND PEDAGOGICAL METHODS IN SHAPING THE IMPACT OF MATH ANXIETY AND ATTITUDE ON STUDENTS’ ACHIEVEMENT IN SECONDARY SCHOOLS

Abstract

This study explores the role of gender, socioeconomic status, and pedagogical methods in shaping the impact of mathematics anxiety and students' attitudes toward mathematics on academic achievement in Nigerian secondary schools. Utilizing a descriptive survey design, data were gathered from a sample of 900 students and 200 teachers across the North-East zone of Nigeria. Instruments included structured questionnaires measuring levels of math anxiety and attitude, alongside standardized mathematics achievement tests. Findings revealed a significant negative correlation between math anxiety and academic achievement, with 35.6% of students exhibiting high anxiety levels. Conversely, a positive attitude towards mathematics—observed in 34.4% of students—was associated with higher performance. Gender differences were evident, with male students generally outperforming females, although this was moderated by anxiety and attitude levels. Socioeconomic status also played a substantial role, as students from higher SES backgrounds tended to achieve better outcomes, supported by access to quality resources and learning environments. Additionally, pedagogical methods emphasizing learner engagement were found to mitigate anxiety and foster improved attitudes and outcomes. These findings underscore the need for comprehensive intervention strategies that consider psychological, social, and instructional factors in enhancing mathematics achievement. The study recommends the adoption of inclusive, student-centered teaching practices and policies aimed at reducing educational disparities across gender and socioeconomic lines.