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Publication year
Mathematics Anxiety among Deaf Learners: An Analysis of Predictive Factors
Resource type
Journal Article
Author/contributor
- Adigun O.T., Iheme U.M. (Author)
Title
Mathematics Anxiety among Deaf Learners: An Analysis of Predictive Factors
Abstract
This study explores the predictive influence of student-teacher interaction, school environment, and parental involvement on mathematics anxiety among deaf learners in Ibadan, Oyo State, Nigeria. A total of 249 deaf learners answered a structured questionnaire. Findings revealed that student-teacher interaction and parental involvement have a significant positive relationship with mathematics anxiety among deaf learners. The study also revealed that student-teacher interaction is the most potent contributor to mathematics anxiety, followed by parental involvement and school environment. Moreover, student-teacher interaction has a prominent role to play in mathematics anxiety among deaf learners; therefore, modalities and appropriate instructional approaches that could enhance self-confidence and stimulate interest toward mathematics are suggested. Common Ground Research Networks, Olufemi Timothy Adigun, Ugochi Maryann Iheme, All Rights Reserved.
Date
2020
Language
English
Loc. in Archive
Adigun O.T., Iheme U.M. 2020. Mathematics Anxiety among Deaf Learners: An Analysis of Predictive Factors. International Journal of Science, Mathematics and Technology Learning. Vol. 28 (1) 1-13 https:doi.org/10.18848/2327-7971/CGP/v28i01/1-13
Citation
Adigun O.T., I. U. M. (2020). Mathematics Anxiety among Deaf Learners: An Analysis of Predictive Factors (Adigun O.T., Iheme U.M. 2020. Mathematics Anxiety among Deaf Learners: An Analysis of Predictive Factors. International Journal of Science, Mathematics and Technology Learning. Vol. 28 (1) 1-13 https:doi.org/10.18848/2327-7971/CGP/v28i01/1-13). https://doi.org/10.18848/2327-7971/CGP/v28i01/1-13
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