abstract - holyman research institute

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EFFECT OF GENDER, MATHEMATICS ANXIETY AND MOTIVATION ON
MATHEMATICS PERFORMANCE
ABSTRACT
Although scientific and technological developments are mathematics-based, many students
continue to perform poorly in mathematics. As a result, many researchers over the years have
been investigating the factors which determine performance in academic situations. In their
search, they have been able to identified two areas: the cognitive domain and the non-cognitive
domain. The cognitive domain includes aptitude, intelligence, memory perception and
reasoning and non cognitive domain includes variables such as socio-economic status, students’
attitude, personality determinants, peer group influence, self-concept, anxiety, motivation, etc.
These variables are said to constitute a great part of the predictors of academic performance. As
a result of this, this study investigated the effects of gender, mathematics anxiety, and
performance motivation on Senior Secondary School Students` performance in mathematics.
Simple random sampling techniques were adopted to select three hundred students (300) as a
sample size for this study. The study sample responded to three instruments: on Mathematics
Anxiety levels Rating Scale (MARS), Performance Motivational level Rating scale (AMRS),
and Mathematics Performance Test (MPT). Data were analyzed using independent t-test,
Pearson Product Moment Correlation, Multiple Regression, and Analysis of Variance. The
findings revealed that there was no significant gender difference in the Mathematics
performance among senior secondary schools students’. It is also revealed that the independent
variables (mathematics anxiety and performance motivation), when taken together, were
effective in predicting students’ academic performance in mathematics. Meanwhile, each of the
independent variables contributed to the prediction of dependent variable. On the basis of these
findings, suggestions were made.
(Keywords: Gender, Anxiety, Motivation, Performance)
66 pages
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