DECONSTRUCTING MATHEMATICS PHOBIA USING MATHEMATICS APPLICATION SOFTWARE FOR LEARNING MATHEMATICS

Abstract

This study examined the use of mathematics application software in deconstructing mathematics phobia among 
secondary school students in Ilorin metropolis. Mathematics phobia has continued to hinder students’ engagement, 
confidence, and achievement despite the importance of mathematics in academic and technological development. 
The study adopted a descriptive survey research design. The population comprised all senior secondary school 
students, while 250 Senior Secondary School II students were selected using random sampling across three local 
government areas. Data were collected using a structured questionnaire measuring students’ level of mathematics 
phobia and their use of mathematics application software. Descriptive statistics (frequency, percentage, mean, and 
standard deviation) were used to answer the research questions, while Pearson correlation and independent t-test 
were employed to test the hypotheses at 0.05 level of significance. The findings revealed that students exhibited a 
high level of mathematics phobia (overall mean = 2.91) and a low level of mathematics application software usage 
(overall mean = 2.44). The study further showed a significant negative relationship between mathematics application 
software usage and mathematics phobia (r = -0.61, p < 0.05), indicating that increased use of software reduces 
students’ anxiety toward mathematics. Additionally, no significant gender difference was found in mathematics 
phobia (p > 0.05). The study concluded that integrating mathematics application software into instruction can reduce 
mathematics phobia and improve students’ engagement in learning mathematics. It was recommended that teachers 
incorporate digital tools into teaching and that schools provide access to appropriate technology.