| dc.description.abstract | This study examined the relationship between receptivity to instructional feedback and anxiety in
learning mathematics among S.2 students in the selected secondary schools in Namutumba
District. The study was grounded by control value theory of achievement emotions, and guided
by the specific objectives: to establish the associations between receptiveness to instructional
feedback and anxiety towards learning mathematics; to examine the differences in the levels of
mathematics anxiety with respect to students’ demographic characteristics, and to establish the
extent to which receptiveness to instructional feedback predict anxiety towards learning
mathematics. The study adopted a cross-sectional design, using quantitative approach. The study
population was 685 S.2 students in all the 3 selected secondary schools in Namutumba District.
The study used simple random sampling to select a sample of 306 students determined using
Krejcie and Morgan (1970) table. A self-administered questionnaire was used to collect the data.
The findings revealed that there is a statistically significant moderate positive association
between students receptiveness to instructional feedback and mathematics anxiety as (r=0.560**,
p<.01), there is a statistically significant difference in the levels of mathematics anxiety with
respect to the students’ demographic characteristics (F=8.718, p=0.000<.05), and students’
receptiveness to instructional feedback counted for 31.1% of the variance in mathematics anxiety
(Adjusted R Square=.311). The study concluded that: students’ receptiveness to instructional
feedback is associated with mathematics anxiety among senior two secondary school students in
Namutumba District; the levels of anxiety arise from demographic characteristics of senior two
secondary school students in Namutumba district and receptiveness to instructional feedback
predicts anxiety towards mathematics among senior two secondary school students in
Namutumba District. The study also recommended that school administrators, policy makers,
parents and other stakeholders in education to: design instructional processes that are responsive
to the anxiety faced by senior two students in learning mathematics by ensuring behavioral and
cognitive engagement, change both instrumental and experiential attitude of S.2 students in
Namutumba District; cater for students’ individual differences in learning mathematics basing on
gender, birth order and age. Lastly, school administrators to invest more resources like time in
ensuring that students receive supportive instructional feedback with the aim of improving
engagement and performance in learning mathematics | en_US |
