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Repositioning Education Through the Analysis of Mathematics Anxiety Among Universal Basic Education Teachers in Kaduna State, Nigeria
Current Issue
Volume 2, 2015
Issue 3 (September)
Pages: 31-36   |   Vol. 2, No. 3, September 2015   |   Follow on         
Paper in PDF Downloads: 55   Since Aug. 28, 2015 Views: 1759   Since Aug. 28, 2015
Authors
[1]
Joseph Majiyebo Timayi, Department of Science Education, Faculty of Education, Ahmadu Bello University, Zaria, Nigeria.
Abstract
This study is on Repositioning Education through the Analysis of Mathematics Anxiety among Universal Basic Education (UBE) Teachers in Sabon-Gari Local Government Area, Kaduna State Nigeria. The population of the study comprised 45 UBE teachers selected from 10 primary schools in the study area. The study adopts the One-Short Case Design (OSCD) which involves a treatment and a posttest. The UBE Anxiety about Mathematics Teaching Questionnaire (UBEAMTQ) and the UBE Teachers’ Mathematics Anxiety Rating Scale (UBETMARS) were used for data collection. The research questions were answered by the descriptive statistics, mean and standard deviation while the hypotheses were analyzed using Pearson Product Moment Correlation coefficient at 0.05 level of significance. The study revealed that the UBE teachers have anxiety for mathematics and about the teaching of the subject. It is recommended that a periodic mathematics clinic and workshops for teachers in basic primary mathematics curriculum and a Basic Primary School Mathematics Aptitude Test (BPSMAT) set by the Universal Basic Education Commission in alliance with the Examination Resource Centre (ERC) at the point of recruitment of teachers.
Keywords
Repositioning Education, Mathematics Anxiety, Basic Education
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