Investigation of Mathematics Anxiety Management Strategies on Secondary Students ‘Performance Lower Level in Rwanda. The Case of G.S. Gacuba II A in Rubavu District (2023-2024)
DOI:
https://doi.org/10.53819/81018102t4318Abstract
Mathematics anxiety is a prevalent issue affecting students' academic performance in secondary schools. This study investigates the impact of different mathematics anxiety management strategies on students' performance at G.S. Gacuba II A in Rubavu District, Rwanda, during the 2023–2024 academic year. The research specifically examines the relationship between somatic, emotional and cognitive anxiety and students’ mathematical performance, utilizing statistical models to determine their predictive power. A quantitative research design employed in collecting data from secondary school students using structured questionnaires. Multiple regression analysis conducted to assess the predictive strength of somatic, emotional and cognitive anxiety on mathematics performance. Findings reveal that cognitive anxiety (R = 0.810, R² = 0.657, Adjusted R² = 0.588, Std. Error = 0.37067) and somatic anxiety (R = 0.850, R² = 0.723, Adjusted R² = 0.668, Std. Error = 0.33302) significantly impact students’ mathematics performance. The overall model (R = 0.776, R² = 0.602, Adjusted R² = 0.522, Std. Error = 0.39940) suggests that mathematics anxiety accounts for a substantial proportion of the variance in students’ performance. The study concludes that effective anxiety management strategies, including relaxation techniques, cognitive restructuring, and teacher support, play a crucial role in improving students’ engagement and achievement in mathematics. Based on the findings, the study recommends the adoption of student-centered pedagogical approaches, anxiety-reduction interventions, and structured guidance programs to enhance mathematics learning outcomes in Rwandan secondary schools.
Keywords: Anxiety Management Strategies, Students’ Performance, and pedagogical approaches
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