Gender and mathematics anxiety among senior high school students

Abstract

A multitude of researchers have consistently emphasized that Mathematics Anxiety holds a substantial role as a predictive factor for academic achievement. Although the factors shaping students' anxiety levels have been extensively explored, the existing literature indicates a notable gap in understanding the gender-based implications on students' Mathematics Anxiety Levels, specifically within the context of the Sagnarigu Municipality. Consequently, this study seeks to investigate whether gender disparities exist in the extent of Mathematics Anxiety among senior high school students. Employing a quantitative approach with an analytical cross-sectional design, the study engaged 385 students selected through simple random sampling. An extensive literature review complemented primary data collection utilizing a dedicated questionnaire, the Mathematics Anxiety Scale. The gathered data underwent thorough analysis utilizing descriptive and inferential statistics. Frequencies and percentages facilitated the categorization of students' Mathematics Anxiety Levels, while the comparison of mean Mathematics Anxiety scores between genders utilized the Mann-Whitney U Test. The study's findings unveiled that Mathematics Anxiety levels among students in the Sagnarigu Municipality, located in the Northern Region of Ghana, were notably high, and gender exerted a significant influence. Specifically, females exhibited higher levels of Mathematical Anxiety compared to their male counterparts. As a recommendation, the study underscores the importance for mathematics educators in Sagnarigu Municipal Senior High Schools to allocate focused attention to female students, aiming to alleviate their apprehensions around mathematics and consequently enhance their academic performance.