Effect of Anxiety on Mathematics Achievement among Senior School Students in Anambra State, Nigeria: A Systematic Review from 2015 to 2025

Abstract

This systematic review examined the effect of Mathematics anxiety on interest and achievement among senior school students in Anambra State, Nigeria (2015-2025). A comprehensive analysis of 15 empirical studies involving over 18,000 students across 267 secondary schools revealed significant negative relationships between mathematics anxiety and academic achievement. The review employed correlation, experimental, and survey research designs to investigate anxiety prevalence, contributing factors, and intervention effectiveness. Results demonstrated a moderate negative correlation (r = -0.52) between mathematics anxiety and achievement, with teaching methods contributing 36% of anxiety factors. Gender analysis revealed 75% of female students exhibited high anxiety compared to 55% of males, though achievement differences varied by intervention type. Rural-urban disparities showed stronger anxiety-achievement correlations in urban settings (r = 0.59) versus rural areas (r = 0.02). The multifactorial analysis identified anxiety as the strongest negative predictor (β = -0.67, p < 0.001) among interconnected variables, including self-efficacy, teaching quality, and school resources. Findings support comprehensive intervention approaches targeting teacher professional development, enhanced instructional materials, and anxiety-sensitive pedagogical methods. The evidence provides crucial insights for educational policy and practice in addressing mathematics anxiety through systematic, multi-level interventions.