{"id":8439,"date":"2024-07-08T03:07:41","date_gmt":"2024-07-08T02:07:41","guid":{"rendered":"https:\/\/icertpublication.com\/?page_id=8439"},"modified":"2026-03-08T06:53:20","modified_gmt":"2026-03-08T01:23:20","slug":"innovative-teaching-techniques-for-alleviating-mathematics-phobia-among-secondary-school-students-in-anambra-state","status":"publish","type":"page","link":"https:\/\/icert.org.in\/index.php\/edu-mania\/edumania-vol-2-issue-3\/innovative-teaching-techniques-for-alleviating-mathematics-phobia-among-secondary-school-students-in-anambra-state\/","title":{"rendered":"Innovative Teaching Techniques for Alleviating Mathematics Phobia Among Secondary School Students in Anambra State"},"content":{"rendered":"\t\t
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Edumania-An International Multidisciplinary Journal<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Vol-02, Issue-03 (Jul-Sep 2024)<\/h4>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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An International scholarly\/ academic journal, peer-reviewed\/ refereed journal, ISSN : 2960-0006<\/h5>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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Innovative Teaching Techniques for Alleviating Mathematics Phobia Among Secondary School Students in Anambra State\n<\/h5>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Akujieze, Mary Okwuchukwu<\/span><\/p>

Nwafor Orizu College of Education Nsugbe Anambra State.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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DOI:\u00a0<\/span>https:\/\/doi.org\/10.59231\/edumania\/9060<\/span><\/a><\/p>

Page Number:\u00a0pp. 116-132<\/span><\/p>

Subject:\u00a0Mathematics Education, Math Anxiety, Innovative Teaching Techniques, Secondary Education, Pedagogical Approaches, Educational Psychology<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t

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Received:\u00a031 December 2023<\/span><\/p>

Accepted:\u00a016 June 2024<\/span><\/p>

Published:\u00a001 July 2024<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Thematic Classification:\u00a0Social Sciences: Mathematics Education & Educational Psychology; Secondary Education<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Abstract<\/span><\/p>

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.\u00a0<\/span><\/p>

Keywords:<\/span> Innovative, teaching techniques, mathematics phobia, secondary school, students<\/span><\/p>

Impact Statement<\/span><\/p>

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.<\/span><\/p>

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About Author<\/span><\/p>

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.<\/span><\/p>

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Cite this Article<\/span><\/p>

APA (7th ed.):<\/span>\u00a0Akujieze, M. O. (2024). Innovative Teaching Techniques for Alleviating Mathematics Phobia Among Secondary School Students in Anambra State.\u00a0<\/span>Edumania-An International Multidisciplinary Journal<\/span>,\u00a02(3), 116\u2013132.\u00a0<\/span>https:\/\/doi.org\/10.59231\/edumania\/9060<\/span><\/a><\/p>

Chicago (17th ed.):<\/span>\u00a0Akujieze, Mary Okwuchukwu. “Innovative Teaching Techniques for Alleviating Mathematics Phobia Among Secondary School Students in Anambra State.”\u00a0<\/span>Edumania-An International Multidisciplinary Journal<\/span>\u00a02, no. 3 (2024): 116\u2013132.\u00a0<\/span>https:\/\/doi.org\/10.59231\/edumania\/9060<\/span><\/a>.<\/span><\/p>

MLA (9th ed.):<\/span>\u00a0Akujieze, Mary Okwuchukwu. “Innovative Teaching Techniques for Alleviating Mathematics Phobia Among Secondary School Students in Anambra State.”\u00a0<\/span>Edumania-An International Multidisciplinary Journal<\/span>, vol. 2, no. 3, 2024, pp. 116\u2013132.\u00a0<\/span>https:\/\/doi.org\/10.59231\/edumania\/9060<\/span><\/a>.<\/span><\/p>

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Statements & Declarations<\/span><\/p>

Peer Review:<\/span>\u00a0The scholarly merit and contribution of this research on innovative teaching techniques for mathematics phobia have been confirmed through a rigorous and independent peer-review process conducted by experts in the relevant disciplines.<\/span><\/p>

Review Type:<\/span>\u00a0This article underwent a double-blind peer review, a process in which the identities of the author (Mary Okwuchukwu Akujieze) and the reviewers were mutually concealed. The review was conducted by subject experts in mathematics education, educational psychology, and secondary school pedagogy.<\/span><\/p>

Competing Interests:<\/span>\u00a0The author, Mary Okwuchukwu Akujieze, declares that there are no financial, professional, or personal competing interests that could be perceived to have biased the work presented in this manuscript.<\/span><\/p>

Data Availability:<\/span>\u00a0The datasets generated and analyzed during the current study are available from the corresponding author, M.O. Akujieze, upon reasonable request. The data are not publicly available due to privacy and confidentiality agreements with the participating secondary school students in Anambra State, Nigeria.<\/span><\/p>

Funding:<\/span>\u00a0This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors. The work was completed as part of the author’s institutional duties at Nwafor Orizu College of Education Nsugbe, Anambra State, and personal scholarly effort.<\/span><\/p>

License:<\/span>\u00a0This article is an open-access article distributed under the terms and conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives (CC BY-NC-ND) 4.0 International License. This license permits non-commercial reuse, distribution, and reproduction in any medium, provided the original work is properly cited and is not altered, transformed, or built upon in any way.<\/span><\/p>

Ethical Approval:<\/span>\u00a0All procedures performed in this study involving human participants (secondary school students) were in accordance with the ethical standards of the institutional research committee. Ethical approval for this research was granted by the Institutional Review Board of Nwafor Orizu College of Education Nsugbe, Anambra State, Nigeria, where the author is affiliated. Informed consent was obtained from all individual participants and from the participating schools included in the study, and their anonymity and confidentiality have been strictly maintained.<\/span><\/p>

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  21. Fatima, I. (2023). Role of Teachers To impart quality education for equitable learning. <\/span>Shodh Sari<\/span>, <\/span>02<\/span>(03), 462\u2013471. https:\/\/doi.org\/10.59231\/sari7619<\/span><\/p><\/li><\/ol>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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    Edumania-An International Multidisciplinary Journal Vol-02, Issue-03 (Jul-Sep 2024) An International scholarly\/ academic journal, peer-reviewed\/ refereed journal, ISSN : 2960-0006 Innovative Teaching Techniques for Alleviating Mathematics Phobia Among Secondary School Students in Anambra State Akujieze, Mary Okwuchukwu Nwafor Orizu College of Education Nsugbe Anambra State. DOI:\u00a0https:\/\/doi.org\/10.59231\/edumania\/9060 Page Number:\u00a0pp. 116-132 Subject:\u00a0Mathematics Education, Math Anxiety, Innovative Teaching Techniques, […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":8336,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"postBodyCss":"","postBodyMargin":[],"postBodyPadding":[],"postBodyBackground":{"backgroundType":"classic","gradient":""},"site-sidebar-layout":"no-sidebar","site-content-layout":"page-builder","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"disabled","ast-breadcrumbs-content":"","ast-featured-img":"disabled","footer-sml-layout":"","theme-transparent-header-meta":"default","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"class_list":["post-8439","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/pages\/8439","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/comments?post=8439"}],"version-history":[{"count":3,"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/pages\/8439\/revisions"}],"predecessor-version":[{"id":29457,"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/pages\/8439\/revisions\/29457"}],"up":[{"embeddable":true,"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/pages\/8336"}],"wp:attachment":[{"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/media?parent=8439"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}