An Investigation of the Relationship Between Mathematics Anxiety and Academic Performance Among Female Students in Katsina State

This study investigates the relationship between mathematics anxiety and academic performance among female secondary school students in Katsina State, North West Nigeria, a context characterised by cultural norms that have historically limited girls' educational participation, particularly in science and mathematics disciplines. Mathematics anxiety, defined as a feeling of tension and apprehension that interferes with the manipulation of numbers and the solving of mathematical problems in academic and everyday settings, is documented as a significant barrier to mathematics achievement globally and in sub-Saharan Africa specifically. The study employs a correlational survey design, administering the Revised Mathematics Anxiety Rating Scale and collecting recent mathematics examination scores from 280 senior secondary female students in Katsina, Daura, and Funtua local government areas. Structural equation modelling is used to examine the direct and indirect pathways from mathematics anxiety through self-efficacy and avoidance behaviour to examination performance. The model controls for prior achievement, teacher gender, and parental educational level as covariates. Results indicate a statistically significant negative relationship between mathematics anxiety and examination performance, with self-efficacy serving as a significant partial mediator. Teacher gender is found to be a significant moderating variable, with female mathematics teachers associated with lower student anxiety levels. Keywords: mathematics anxiety, academic performance, female students, structural equation modelling, Katsina State