1.1 Introduction
Mathematical phobia is situations that happen to some people when facing a mathematical problem. Positive thoughts about mathematics are influenced by positive feelings towards it, and vice versa. The most significant factor in this scenario is emotion. According to Wondimu et al. (2012), students' performance in mathematics is often impacted by uneasiness feelings like fear, cluelessness, and helplessness when working on mathematical problems. Furthermore, they discovered a reciprocal relationship between mathematical fear and mathematical self-concept (Wondimu et al., 2012). Mathematics Phobia occurs in primary and elementary students (Cargnelutti et al., 2017; Jameson, 2013, 2014), secondary students (Passolunghi et al., 2016), and traditional college students (Hendy et al., 2014).
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitation of the study and Definition of terms.
1.2 Background of Study
Over the years, Mathematics is regarded as one of the most crucial topics for secondary school admission requirements. Therefore, in order for any student to be admitted into a higher education institution in Nigeria, they must pass the JAMB test. This is due to the fact that Nigeria as a country only relies on mathematics as one of the most crucial disciplines that may support the country's goal of scientific and technical growth (Jegede, 2002). It is a fact that students are not at all interested in mathematics. Pupils detest or loathe mathematics. In Nigeria, students skip mathematics classes even in secondary schools (Fatola, 2005). The students that show up for mathematics classes do not focus on the teacher. Not only do most students not practise mathematics independently, but they also do not work through mathematics problems independently.
According to Aarnos and Perkkila (2012) study, Mathematics Phobia can be caused by environmental factor. He stated that negative experience with parents or teachers in viewing mathematical might affect their children as negative attitudes and beliefs. This finding supported by Maryam et al. (2010) describes that students will affect mathematic attitudes such as try to avoid mathematic course with negative attitudes and belief in mathematics. This will result their ability to successful to complete mathematical problems. It also can affect the performance of students in academic field with a mathematical component as mentioned by Nunez-Pena et al. (2013).
According to Amazigo (2000), when the option is available, many students would prefer not to have anything to do with learning mathematics. This attitude has led them, among other things, to achieve poorly in mathematics examinations both internal and external. On the other hand, the recent paucity and phobia of undergraduates in mathematics and mathematics education in Universities, Colleges of Education and Polytechnics suggests that mathematics is no longer popular among students particularly at the Secondary School level. There is no doubt that the poor achievement in the subject enhances students' hatred for the subject. This hatred is rooted in the fact that there is a general tendency for students to fear mathematics whenever it is mentioned (Amazigo, 2000).
In intensity it varies from a mild sense of apprehension to paralyzing terror. In phobia there is always the desire to shrink, to get away or retreat from the exciting cause. The stimuli for phobia are many and varied. In early infancy any sudden or intense stimuli like loud and sudden noise, unexpected jerk, and flash of bright light or loss of support may cause phobia though there are large individual differences. Any sudden change in the environment, which the individual regards as threatening and for which he is unprepared, produces phobia. When the threatening situation is removed or controlled, and the danger real or imaginary has passed, phobia disappears. Also, as activities or experiences expand or interests and abilities grow, the number and kinds of phobia increase. But as the power of adjustment through experience increases many of childish phobias disappear. Some anxieties are as a result of conditioning effect. They will have to be reconditioned by attaching pleasant circumstances and experiences with situations and objects, which causes the phobia. Praise or rewards attached to or associated with fearful tasks or situations will help to reduce phobia. There are some phobia where the best thing to do is to act as the phobia suggests, that is, get away. This would be true in the case of a poisonous snake, and mad dog. However, with other anxieties we need to face it, we must have courage (Stephen, 2007).
Stephen (2007) describes Mathematics Phobia as an academic disease whose virus has not yet been diagnosed for an effective treatment in the class, though the symptoms of this phobia are always expressed on the faces of the learners in mathematics classes. This disease (otherwise known as pathological fear), is communicable as it is usually distributed to sciences that are mathematics related.
Pathological Mathematics Phobia therefore means a behaviour disorder in which an individual becomes progressively unable to resist the impulse to fear mathematics. It is an abnormal and persistent dread of mathematics; sufferers usually experience undue phobia even though they may rationally realize that mathematics does not pose a threat commensurate with their phobia (Amazigo, 2000).
Therefore, in Nigeria, where the research was carried out, the activities that was conducted is to know the Effect of Mathematics Phobia on Academic Performance of Senior Secondary School Students.
1.3 Statement of Problems
Investigation revealed that larger number of students tends to choose non mathematics related courses while seeking admission to Senior Secondary School. The number of students offering non mathematics related courses in Secondary School is more than ten times the number offering mathematics related courses. This can be related to Mathematics Phobia. Students perceives mathematics as a very difficult subject which is difficult to understand, hence they spent little time, interest and concentration on it. However, the researcher is examining the Effect of Mathematics Phobia on Academic Performance of Senior Secondary School Students.
1.4 Aim and Objectives of Study
The aim of the study is to investigate the Effect of Mathematics Phobia on Academic Performance of Senior Secondary School Students in Gombe Metropolis. In achieving this aim, the following specific objectives were laid out as follows:
- To examine the perception of students on the causes of Mathematics Phobia among students of Senior Secondary School;
- To investigate the factors which lead students of Senior Secondary School to feel mathematical phobia;
- To examine the perception of students on the effects of Mathematics Phobia among students of Senior Secondary School;
- To find out how phobia affect students' learning and academic achievements; and
- To identify the solution to the problem of Mathematics Phobia among students of Senior Secondary School.
1.5 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- How does this phobia affect their learning and academic achievements?
- What are the factors which lead students to feel mathematical phobia?
- What is the perception of students on the causes of Mathematics Phobia among students of Senior Secondary School?
- What is the perception of students on the effects of Mathematics Phobia among students of Senior Secondary School?
- What is the solution to the problem of Mathematics Phobia among students of Senior Secondary School?
