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Alwell, Uzoma
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Education Mathematics Other

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Comparative Analysis of Mathematics Anxiety and Academic Achievement among Science Education Students Ike, Iheanacho Chukwudi; Duru, Darlington Chibueze; Alwell, Uzoma; Mba, David Onyinye
Brillo Journal Vol 4 No 2 (2025): Innovative Practices in Mathematics Teaching and Learning
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/bj.v4i2.63

Abstract

This study examines the comparative analysis of mathematics anxiety and academic achievement among second-year Science Education students at Alvan Ikoku Federal University of Education, Owerri. Three research questions and hypotheses were tested at a 0.05 significance level. Using a correlation and comparative research design, all 85 students were included via census sampling. Data were collected using the Mathematics Anxiety Rating Scale (MARS), adapted from Al Mutawah (2015), and the Basic Mathematics for Science Education Achievement Test (BMSEDAT). MARS had 20 items with a Cronbach’s alpha reliability of 0.70, while BMSEDAT consisted of 6 essay questions, with a reliability coefficient of 0.71. Pearson’s correlation and independent samples t-test were used for data analysis. Findings revealed a significant relationship between mathematics anxiety and achievement, specifically among Biology students, but not in Chemistry and Physics. It was recommended that teachers should adopt positive, supportive teaching methods that encourage students to develop a healthy attitude toward mathematics.
Google Classroom Aided Instruction on Student Teachers' Mathematics Achievement in Owerri, Nigeria Alwell, Uzoma; Uwakwe, Joy Ijeoma; Ike, Iheanacho Chukwudi; Ogunleke, Isaac Adekunle
Brillo Journal Vol 3 No 1 (2023): Advancing Mathematics Education: Inquiry, Exploration, and Integration
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/bj.v3i1.46

Abstract

The study investigated the effect of Google Classroom aided instruction on students’ achievement on Mathematics Courses of 2019-2021 academic sessions in Alvan Ikoku University of Education, Owerri. Guided with three research questions and three null hypotheses to establish significant difference in the mathematics achievement scores of students with Google Classroom aided instruction compared with those taught without the platform. Quasi-experimental design of non-randomised control group design was adopted. The population of the study comprises of all students of the university, offering Mathematics courses in Department of Mathematics with a population size of 331 students with a sample of 127 students. The instrument for data collection were moderated examination question papers and course lecturer made test questions. Data collected were analysed using mean, standard deviation and t-test of equality of mean. Major results showed that male students achieved significantly than the female students in the mathematics courses, students taught without the aid of Google classroom platform achieved significantly than those in the Google classroom aided instruction class. Also, the use of Google classroom aided instruction does not result to gender disparity in Mathematics achievement. Hence, it was recommended for further research on factors affecting effective utilization of Google classroom and remedies.
Co-Authors Duru, Darlington Chibueze Ike, Iheanacho Chukwudi Mba, David Onyinye Ogunleke, Isaac Adekunle Uwakwe, Joy Ijeoma