Abstract

This study explores innovative teaching techniques to address mathematics phobia among secondary school students in Anambra State. Recognizing the pervasive impact of mathematics anxiety on academic performance and psychological well-being, the research focuses on the efficacy of two innovative approaches: inquiry-based learning and peer teaching. The study involves 50 secondary school students and employs a self-designed questionnaire validated by mathematics department lecturers, a measurement and evaluation expert, and an experienced secondary school teacher. Data collection was conducted through an online survey designed using Google Forms, providing a convenient and efficient method for participants to respond. Results from the online survey reveal insights into the comparative effectiveness of these techniques, highlighting gender-specific variations. Notably, peer teaching emerged as a more favorable technique. The slightly higher variability in scores in the peer teaching method, as indicated by the standard deviation, suggests that while it may lead to higher average performance, it also introduces greater variability, emphasizing the need for tailored approaches to accommodate diverse learning styles. The study contributes localized data to the broader literature, addressing gaps in understanding mathematics phobia in Anambra State. Findings aim to inform educators, policymakers, and practitioners about evidence-based strategies to create a positive and inclusive learning environment for mathematics in secondary schools. 

Keywords: Innovative, teaching techniques, mathematics phobia, secondary school, students

Impact Statement

This study indicates that peer teaching shows promising outcomes, with students exhibiting a preference and potentially higher performance compared to inquiry-based learning. The findings also highlight gender-specific differences in response to these methods. Interestingly, while peer teaching demonstrates higher average performance, it also introduces variability, suggesting a nuanced approach is necessary to cater to diverse learning styles effectively. This research contributes valuable localized knowledge into addressing mathematics anxiety within Anambra State, filling critical gaps in existing literature. Its implications extend to educators, policymakers, and practitioners, offering evidence-based strategies to cultivate a supportive and inclusive learning environment for mathematics in secondary schools. Ultimately, the study aims to enhance academic outcomes and promote psychological well-being among students grappling with mathematics phobia.

About Author

Dr. Mary Okwuchukwu Akujieze, born on September 15, 1959, in Ibadan, Nigeria, is a distinguished academic and educator specializing in Educational Foundations, specifically Measurement and Evaluation. Currently a Principal Lecturer at Nwafor Orizu College of Education, Nsugbe, she holds a Ph.D. in Measurement and Evaluation from the University of Ibadan, where she also earned her M.Ed. and B.Ed. Dr. Akujieze has a prolific career in education, beginning as a class teacher and progressing to various leadership roles, including Vice Principal and Head of Department. Her contributions extend to numerous publications in national and international journals, and she has authored several book chapters on educational assessment and counseling. She has actively participated in enhancing educational standards through various committee roles and external examinations. Married and residing in Onitsha, Dr. Akujieze’s work continues to influence educational practices and policies, reflecting her dedication to improving academic outcomes and counseling strategies in Nigeria.

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