Study Habit and Mathematics Anxiety of Secondary School Students in Ogun West Senatorial District, Nigeria

Abstract

Mathematics is a core subject in Nigeria and most countries of the world. However, one of the attributed causes of poor performance in mathematics is mathematics anxiety. Hence, this study focused on the influence of study habit on the mathematics anxiety of senior secondary school students in Ogun West Senatorial District, Nigeria. The Mathematics Anxiety Rating Scale-revised (MARS-R) of Plake and Perker (1982) and the Study Habit Inventory of Bakare (1977) were used as instruments for the study. Data collected were statistically tested at 0.05 level of significance. The analysis of covariance and t-test were used to analyse data. Results revealed that although there was no significant difference in the effect of different categories of study habit (low moderate and high) on students’ mathematics anxiety, a significant relationship exists between study habit and mathematics anxiety of students in Ogun West Senatorial District.. The study also revealed that students with high study habit had more mathematics anxiety than those with medium and low study habits respectively. In this regard, the Nigerian Educational Research and Development Council (NERDC) should include study habit techniques in the secondary school curriculum. Teachers and counselors should also be more proactive in guiding students to cultivate effective study habits so that their mathematical abilities can be enhanced