IMPACT OF MARCO EDUCATIONAL GAME ON MATHEMATICS ANXIETY AND CONFIDENCE AMONG STUDENTS IN JUNIOR SECONDARY SCHOOLS IN OSUN STATE, NIGERIA

Abstract

The study examined the effect of MARCO Educational Game on mathematics anxiety and confidence among students in Osun State, Nigeria. The study employed a quasi-experimental design, with a pre-test, post-test, and control group. The population of the study comprised all junior secondary school students in Osun State. The sample consisted of 144 students in Junior Secondary School two (JSS2) intact classes selected using simple random sampling technique. Mathematics Anxiety Scale (MAS) and Mathematics Confidence Scale (MCS), were the instruments used for data collection. The internal consistencies of the instruments were found to be 0.92 and 0.96 respectively using Cronbach Alpha. Analysis of Covariance (ANCOVA) and One-way multivariate analysis of covariance (MANCOVA) were used to test the null hypotheses at 0.05 level of significance. The results indicated a statistically significant main effect of treatment on post-test mathematics anxiety, F(1, 141) =17.683, partial ç2 = .111; p < .005. Also, The results indicate a statistically significant main effect of treatment on post-test mathematics confidence, F(1, 141) = 39.821, partial ç2 = .451; p< .005. Finally, The result revealed that there was a statistically significant difference between the treatment on mathematics anxiety and mathematics confidence after controlling for their pretest, F(2,139) = 30.388, p < .0005, Wilks' ? = .696, partial ç2 = .304. MARCO Educational Game was recommended to be incorporated into mathematics curriculum for use in classrooms to reduce students' mathematics anxiety and enhance their confidence.