Bulgarian Journal of Science and Education Policy (Jun 2017)
Effect of Personalisation of Instruction on Students‘ Anxiety in Mathematical Word Problems in Nigeria
Abstract
This study determined the effect of personalisation of instruction on the anxie-ty in mathematics word problems of 450 senior secondary school year two stu-dents in Nigeria within the blueprint of quasi-experimental research of Solo-mon four non-equivalent control group design. It also examined the influence of ability level on anxiety in mathematics word problems and personalisation was accomplished by incorporating selected information with students’ per-sonal preferences into their mathematics word problems. Anxiety in mathemat-ics word problems was measured by the mathematics word problems anxiety questionnaire and data collected for the study were analysed using the inde-pendent samples t-test, paired samples t-test and one-way ANOVA. The re-sults showed significant main effect of personalization of instruction on stu-dents’ anxiety in mathematics word problems whereas no significant main ef-fect of ability level was found on the dependent measure. Personalisation of instruction was found to have reduced students’ anxiety in mathematical word problems.