EFFECT OF DIGITAL CLASSROOM ANXIETY ON MATHEMATICS PERFORMANCE AMONG SECONDARY SCHOOL STUDENTS IN OHAFIA EDUCATION ZONE OF ABIA STATE,NIGERIA

Abstract

This study examined digital classroom anxiety on mathematics performance among secondary school students in Ohafia Education Zone of Abia. The increasing integration of digital tools in classroom instruction has transformed teaching and learning processes; however, it has also introduced psychological challenges such as anxiety, which may negatively influence students’ academic outcomes, particularly in mathematics. The study was guided by three research questions and three hypotheses. A descriptive survey research design was adopted, with a population of 6,853 Senior Secondary School Two (SS2) students, from which a sample of 234 students was selected using a multistage sampling technique. Data were collected using the Digital Classroom Anxiety Scale (DCAS) and a Mathematics Achievement Test (MAT). The instruments were validated by experts and yielded a reliability coefficient of 0.83 using Cronbach Alpha and Kuder-Richardson 20. Data were analyzed using mean, standard deviation, Pearson Product Moment Correlation, independent samples t-test, and regression analysis at 0.05 level of significance. Findings revealed that students experienced a moderate to high level of digital classroom anxiety. The study also showed a significant negative relationship between digital classroom anxiety and mathematics performance. Students with low digital classroom anxiety performed significantly better than those with high anxiety, and digital classroom anxiety significantly predicted students’ mathematics performance. The study concluded that digital classroom anxiety adversely affects students’ mathematics achievement. It was recommended that teachers adopt supportive digital instructional strategies, while schools provide adequate ICT training and counselling support to reduce anxiety and improve mathematics performance among students.