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Reducing Mathematics Anxiety through Smartphone-Assisted Jigsaw Cooperative Learning among Senior High School Students
Abstract
Mathematics anxiety continues to hinder students' performance and engagement, often resulting in poor learning outcomes. This study investigated the effect of a smartphone-assisted jigsaw cooperative learning strategy on the mathematics anxiety of senior high school students in Lagos State, Nigeria. Using a pretest-posttest quasi-experimental design with non-equivalent control groups, a total of 534 students were selected from two co-educational public schools. Instruments used included the Mathematics Anxiety Questionnaire (MAQ) and the Smartphone Efficacy Questionnaire (SEQ), with treatment delivered via the Roducate Educational App. Results revealed a reduction in mathematics anxiety among students exposed to the smartphone-assisted strategy compared to those taught using traditional methods. Although the decline was not statistically significant, trends showed the strategy favored male students and those with low smartphone efficacy. The findings suggest that technology-enhanced cooperative learning can support anxiety reduction and educational equity. Further research is recommended to explore long-term and broader impacts.
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DOI: https://doi.org/10.17509/ajsee.v5i2.82807
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