ACADEMIC ANXIETY, CLASSROOM ENVIRONMENT AND SECONDARY SCHOOL STUDENTS’ MATHEMATICS ACHIEVEMENT IN IBADAN NORTH LOCAL GOVERNMENT AREA, OYO STATE

Abstract

The study investigated influence of academic anxiety and classroom environment on senior secondary school students’ Mathematics achievement in Ibadan North Local Government  Area, Oyo State. The Descriptive survey research design was adopted for the study. The simple random sampling technique was used to select 200 male and female senior secondary
school II (SSS 2) students in Ibadan North Local Government Area, Oyo State. Academic anxiety and classroom environment scale (á=.89) and Mathematics Achievement Test (MAT) (KR20 = .93) were used to collect data. Inferential statistics of Multiple regression and independent t-test were used for data analyses. The results revealed: a significant joint influence of academic anxiety and classroom environment on student’s Mathematics achievement (R₂ =.360, F (2,197) =3.701, p<.05); a significant relative influence of academic anxiety (â=.081, t=.187, p<.05) and classroom environment (â=-.079, t=-.025, p<.05) on student’s
Mathematics achievement; and a significant gender difference in academic anxiety (males (35.65), females (36.19); t=.873, p<.05). It is recommended that school counselling psychologists should endeavour to reduce academic anxiety among both male and female students through organising psychotherapeutic programmes, among others.