THE INFLUENCE OF MATHEMATICS ANXIETY, MOTIVATION AND ATTITUDES ON THE ACADEMIC PERFORMANCE OF SENIOR SECONDARY SCHOOL STUDENTS IN KATSINA STATE

Abstract

This study investigates the influence of mathematics anxiety, motivation, and attitudes on the academic performance of senior secondary school students in Katsina State, Nigeria. Utilizing a descriptive survey design, a representative sample of 381 students was selected across the state's three senatorial zones. Data were collected using the Students’ Anxiety Motivation Attitude and Academic Performance in Mathematics (SAMAP) questionnaire, which included measures of anxiety, motivation, attitudes, and a mathematics performance test. It has a reliability coefficient of 0.85. The study aimed to explore the relationships between these psychological factors and academic performance, and to assess potential gender differences. Descriptive statistics, ANOVA and linear regression were used for data analysis. The findings reveal a positive but weak correlation between mathematics anxiety and performance, suggesting that moderate anxiety may enhance achievement. Similarly, motivation showed a positive correlation with performance, indicating that motivated students tend to perform better in mathematics. Attitudes towards mathematics were also positively related to performance, though less significantly. Gender differences were found, with females experiencing higher levels of anxiety and motivation compared to males, but no significant difference in attitudes. These results highlight the complex interplay of psychological factors in academic performance and underscore the need for targeted interventions to reduce anxiety and enhance motivation in mathematics education.