Investigating the Academic Performance of Math-Phobic Middle School Students

Abstract

A staggering 80% of middle school students in Owerri Educational Zone 1, Nigeria, exhibit significant maths phobia, severely impacting their academic performance in mathematics. Based on a representative sample of 9,873 JSS2 students, this study reveals a statistically significant negative correlation between maths phobia and academic achievement, highlighting the detrimental influence of this pervasive issue. To address this critical challenge, the researchers propose a multi-faceted intervention encompassing three key areas: (1) Demystifying Mathematics: Traditional, phobia-inducing pedagogical approaches must be replaced with engaging and student-centred methods. Interactive activities, real-world applications, and positive reinforcement can foster positive attitudes and reduce phobias, transforming maths from a feared subject into an accessible and rewarding experience. (2) Strengthening Student Support: Recognising the isolating nature of maths phobia, the study emphasises the need for robust school counselling services. Equipped with appropriate coping mechanisms and strategies for managing phobia, students can navigate maths challenges with increased resilience and confidence. (3) Empowering Parents: Collaborative efforts between schools, parent-teacher associations, and educational professionals are crucial in educating parents on effective support strategies. Creating a supportive and inclusive environment where educators, counsellors, and parents work together can pave the way for a future where all students thrive in mathematics.