CORRELATIONAL STUDY OF SELF-CONCEPT AND STUDY HABIT ON MATHEMATICS ANXIETY AMONG SECONDARY SCHOOL STUDENTS IN OYO NORTH SENATORIAL DISTRICT, NIGERIA

Abstract

Mathematics is part of the basic requirements for entrance into the different stages of higher educational system. It is the bedrock of all science and technologically-based subjects. Yet, it remains a challenging subject to students at the secondary school level. Hence, the purpose of this study was to investigate the correlational study of self-concept and study habit on mathematics anxiety among secondary school students in Oyo North Senatorial District, Nigeria. Descriptive research design of ex-post-facto type was used in the study. 186 respondents were selected from four Local Government areas in Oyo North, Nigeria. The respondents were measured with relevant standardized scale (instruments) and the data obtained were analyzed using the Pearson Product Moment Correlation (PPMC) and Multiple regression statistical analysis. Three research Questions were raised and answered in the study. Findings revealed that Mathematics anxiety correlated with gender (r = .137; p<.05); self-concept (r = .817; p<.05) and study habit (r = .901; p<.05). Moreover, the independent variables when pulled together have significant contribution to students’ Mathematics anxiety (R (adjusted) =.938 & R² (adjusted) =.877) and each of the independent variables made a significant contribution to the prediction of students’ Mathematics anxiety. In term of magnitude of contribution, study habit made the most significant contribution (Beta= .176; t= .963; P<0.05) to the prediction follow by self-concept (Beta= .115; t= 1.391; p<0.05). It was recommended that counselling interventions addressing mathematics anxiety should be provided for students regularly in order to reduce incidence of mathematics anxiety amongst them.