STUDENTS’ GENDER, PHOBIA FOR MATHEMATICS AND WILLINGNESS TO STUDY SCIENCES A CASE STUDY OF SENIOR SECONDARY SCHOOL STUDENTS IN NNEWI EDUCATION ZONE, ANAMBRA STATE, NIGERIA
Nwankwo, Yvonne Ebere
Department of Science Education, University of Calabar,
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Abam, Oyobo Gladys Tom
Department of Curriculum and Teaching University of Calabar,
Cross River State, Nigeria
+234-8169733229
&
Igwebuike, Osedumme
Department of Curriculum and Teaching, University of Calabar
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Abstract
The research examined students’ gender, phobia for mathematics and willingness to study sciences: A case study of senior secondary schools in Nnewi Education Zone of Anambra State, Nigeria. To guide this study, three research questions and three hypotheses were formulated. A thorough review of relevant literatures was carried out focusing on the study's variables. The research design employed for this study was descriptive survey. In this design, the researcher observed the dependent variable, which is the willingness to study sciences, based on the occurrence of two independent variables: students' gender and their level of Mathematics-related fear. Simple random, purposive and accidental sampling technique was used to select 120 SS1 students from Nnewi Education Zone in Anambra State, Nigeria. Data collection was carried out through a questionnaire titled "Gender, Mathematics Phobia, and Students' Willingness to Study Sciences Questionnaire (GMPSWTSSQ)," which underwent validation and achieved a reliability coefficient of 0.87. To test the formulated hypotheses, the researcher employed independent t-tests and Pearson Product Moment correlation using a significance level of 0.05. The results indicated the following findings: There was no statistically significant difference in Mathematics-related fear between male and female students in senior secondary school. Also, a significant difference existed between male and female students concerning their willingness to study sciences in senior secondary school. A significant relationship was identified between Mathematics-related fear and students' willingness to study sciences in Senior Secondary School. Based on these findings, it was recommended among others that educational policymakers should develop and implement targeted interventions aimed at reducing mathematics phobia, such as interactive learning materials, peer mentoring programs, and teacher training workshops focused on mathematics pedagogy.
Keywords: Gender, Mathematics Phobia, Science, Willingness and Secondary School.