(Department of Early Childhood and Primary Education, KWASU, 2024-05-15) Usman Tunde SAADU, Hafees Tosin SULYMAN & Abdulkadir Tunde AREMU
This study investigated numeracy anxiety as a correlate of pupils’ academic performance in Asa local Government, Kwara State. The study adopted correlational research design. The population for the study comprised2,711basic five pupils in both public and private basic schools. Krejcie and
Morgan (1979) table was used to determine the total number of 335 basic five pupils in both public and private basic schools in Asa Local Government Area, Kwara State. Two instruments were used for the study “Numeracy Anxiety Scale” (NAS) and Numeracy Academic Performance Test (NAPT)were subjected to validity by the experts in Department of Early Childhood and Primary Education Kwara State University, Malete and a test-re-test reliability procedure was used to determine the reliability index of NAS (r=0.76).One research question was raised using descriptive
statistic of percentage and mean and three research hypotheses were formulated using PPMC to test hypothesis one while t-test to test hypotheses two and three at 0.05 level of significance. The findings of the study revealed that numeracy anxiety had a significant relationship on pupils’
academic performance (r= .161; p<0.05). However, gender (t = 6.637; p > 0.05) and school type (t = 2.103; p > 0.05) did not have significant difference in pupils’ numeracy anxiety in Asa local Government. The study concluded that numeracy anxiety determined pupils’ academic
performance. Also, gender and school type had no influence on pupils’ numeracy anxiety. It was recommended that teachers should provide support for pupils who experience numeracy anxiety through one-on-one support, in order to build their confidence and skills in handling numeracy and to improve their academic performance.