Influence of Shyness on Mathematics Achievement: Evidence from Senior Schools in North Central Nigeria

Abstract

In this study, the influence of shyness on mathematics achievement: evidence from senior schools in North Central Nigeria was investigated. The study employed the correlation research design.  One research question and one formulated hypothesis guided the study. Two research instruments namely, Social Withdrawal Scale (SWS) and Mathematics Achievement Test (MAT) were used to collect data for this study.  These were administered to 1200 students drawn from 54 schools across North-Central Nigerian States of Benue, Plateau and Kogi. The research questions were answered using Pearson product moment correlation on the basis of the values of the coefficient of correlation, r where a correlation coefficient value below 0.50 was considered low and those above 0.50 was considered high. To test the formulated hypothesis, the 0.05 significance level was used by comparing the p-value (probability values) of Pearson’s product moment correlation obtained from SPSS application with the significance level at 0.05. Results of the study reveal that there is a significant relationship between shyness and Mathematics achievement among in-school adolescents in North Central Nigeria. This implied that there is urgent need to nurture shy students to increase academic achievement. Based on these results, it was recommended that parents and schools should collaborate in the effort of monitoring the emotions of learners with symptoms of social withdrawal (shyness) and mathematics achievement among in-school adolescents so that they can be properly guided towards improving their academic achievement.