Contributions of Time Spend on Doing Homework and Mathematics Anxiety to Mathematics Achievement of Secondary Schools Students

Abstract

The main purpose of this study was to figure out the influence of time spend on doing homework and mathematics anxiety on mathematics achievement of students. A correlation research design with the involvement of 317 students from 3060 of grade 9 and 10 of Garba Guracha administrative town‟s secondary schools. Stratified followed by simple random sampling techniques were employed to select the subjects of the study. Questionnaires and mathematics achievement were used as tools for collection of data. Data were analyzed using descriptive statistics such as percentage, mean and standard deviations and inferential statistics like Pearson correlation, multiple regression, independent sample t-test and One-way ANOVA methods. The results indicate that without controlling for other factors, students who spent more than 5hours per week on doing mathematics homework scored higher in their achievement than those spent their time; none hour, 2 hours, 3 hours, 4 hours and 5 hours. The level of students‟ mathematics anxiety is at moderate which accounts mean of 26.47. Time spend on doing homework has week positive correlation with mathematics achievement (r = 0.093). Mathematics anxiety has modest negative correlation with mathematics achievement (r = - 0.298). The result showed that mathematics anxiety has significant impact on students‟ mathematics achievement. But even if it has some contribution on mathematics achievement, time spend on doing homework has not significant impact. On mathematics achievement and time spend on doing homework Alamayo Atomsa secondary school students were significantly scored better than Garba Guracha secondary school students but significantly scored less on mathematics anxiety. On achievement of mathematics males were significantly perform better than female but experienced less mathematics anxiety than female. Likewise, grade 10 students significantly scored higher on mathematics achievement than grade 9 students. But there is no significant mean difference on time spend on doing homework and mathematics anxiety between grade 9 and 10 students. There is no significance difference on study variables as a result of parent‟s educational status. It is recommended that students should be make practice on mathematics homework and other activities and have self confidence to ensure that their mathematics anxiety not last to influence their achievement.