Effects of Logotherapy Technique in Managing Mathematics Anxiety of Junior Secondary School Students in Owerri Education Zone I

Abstract

The study investigated the effect of logotherapy technique in managing Mathematics anxiety of junior secondary school students in Owerri Education Zone I of Imo State. To guide the study the researchers asked four research questions and tested four hypotheses. The study adopted quasi-experimental research design, which involves pre-test, pos-test, control treatments non-equivalent design. The study was carried out in Owerri Education Zone 1 of Imo State. The sample size for the study is 44 drawn from a population of 32,763 students in junior secondary school two (JSS2) using a multi-stage stratified cum cluster, purposive and simple random sampling techniques. The instrument for data collection for this study was Abbreviated Mathematics Anxiety Scale (AMAS). The major findings of the study are that the Logotherapy technique had a positive effect on reducing mathematics anxiety among the participating students. Notably, the positive effects of Logotherapy persisted over time, indicating a positive retention effect. The study did not find significant differences in the effectiveness of Logotherapy in reducing mathematics anxiety between male and female students. It was recommended that educational institutions in Nigeria should consider incorporating Logotherapy or similar psychological interventions as part of their support systems to help students manage mathematics anxiety.