Effect of Academic Anxiety on the Academic Performance of Students with Dyscalculia in Public Secondary Schools in Obio/Akpor Local Government Area, Rivers State
Keywords:
Academic anxiety, Academic performance, Dyscalculia, Students, Public secondary schoolsAbstract
The study investigated the influence of academic anxiety on the academic performance of students with dyscalculia in public secondary schools in Obio/Akpor Local Government Area, Rivers State. The study consisted of three research questions and three corresponding null hypotheses. The study adopted a descriptive survey research design. The population consisted of all Junior Secondary School (JSS) students in Obio/Akpor, with a sample of 200 students randomly selected for the study. Data were collected using a self-designed Academic Anxiety Questionnaire (AAQ) and a Mathematics Performance Test (MPT). Responses were rated on a 4-point Likert scale, and the data collected were analysed using mean and standard deviation to answer the research questions. The findings revealed that high levels of academic anxiety, through test anxiety, fear of failure, and avoidance behaviour, significantly reduced the academic performance of students with dyscalculia. The study provided valuable insights for teachers, school administrators, and policymakers to implement interventions, such as counselling, supportive teaching strategies, and structured learning programs, aimed at reducing academic anxiety and improving students’ academic outcomes in mathematics.
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