Research on Humanities and Social Sciences www.iiste.org ISSN (Paper)2224-5766 ISSN (Online)2225-0484 (Online) Vol.6, No.20, 2016 105 Causes and Solutions of Mathematics Phobia Among Secondary School Students Nwoke, Bright Ihechukwu Ph.D Department of Mathematics, Alvan Ikoku Federal College of Education, Owerri Charles N. Ugwuegbulam Ph.D Department of Guideance and Counselling, Alvan Ikoku Federal College of Education, Owerri Abstract The study investigated the causes and solutions to mathematics phobia among secondary school students. The study was carried in Owerri North local Government of Imo State. The descriptive survey research design was adopted in carrying out the study. A sample of 110 mathematics teacher was selected for the study through random sampling technique. A researcher made 4-points likert type of questionnaire titled “Causes and Solutions of Mathematics Phobia(CSMP)”was used for data collection, it had reliability coefficient of 0.81 determined using the crounbach’s alpha formula. The generated data was analyzed using mean and standard deviation to answer research questions while the hypothesis was analyzed using chi-square(x 2 ) and tested at 0.05 level of significance. The result of the study revealed among other factors, teachers method of teaching, teacher-students relationship, use of abusive words on students as causes of mathematics phobia among students. Based on the result it was recommended that, mathematics teachers should be retrained periodically in order to have ideas of innovative approaches of teaching mathematics to avoid phobia. Keywords: causes, solutions, mathematics phobia, innovative approaches. Introduction Mathematics is a subject that determines individuals’ functionality in any given society. Mathematics can be defined as the science of numbers and space and the language of science and technology. It is an essential requirement in every field of intellectual endeavor and human development to cope with the challenges of life. It can also be seen as the queen and servant of the school subjects since it cuts across the school curriculum (Martins, 2013). Fajemidagba, Salman and Ayinla (2012) see mathematics as a core subject and tool for the development of any science-based discipline which includes; technology, astronomy, graphics, industry and analytical reasoning in daily living. According to Onwuachu and Nwakonobi (2009) in Olaniyan and Salman (2015) mathematics is the foundation on which the whole essence of living revolves and the platform for scientific and technological innovations. Mathematics is much more than a collection of definitions, theories and proofs. It is a richly woven fabric of connections that involves visualizing, imagining, manipulating, analyzing, abstracting an associating ideas (Gbolagade, Waheed & Sangoniyi: 2013). Mathematics encourages the habit of self-reliance and assists learners to think and solve their problems themselves (Adedayo; 1997). The relevance of mathematics cuts across all works of life and cannot be overemphasized. The technological, scientific and economic breakthrough of any nation depends on their level of mathematics education. Mathematics helps a man to give exact interpretation to his ideas and conclusions. It is the numerical and calculation part of man’s life and knowledge. It plays a predominant role in our everyday life and it has become an indispensable factor for the progress of our present day world (Roochi, n.d). Makarfi (2001) noted that mathematics has played an important role in the development of society from the pre-historic era to the present and its role is more significant than ever before and still be more significant in the future. The great recognition given to mathematics as a result of its contribution to the development of the society is expected to translate to a satisfactory students’ performance in the subject but, the reverse is the case in Nigerian Society. Elekwa (2010) remarked that students exhibit non-chalant attitude towards mathematics, even when they know that they need it to forge ahead in their studies and in life. Such students who have already conditioned their minds that mathematics is a difficult subject are usually not serious in the learning of mathematics and therefore perform poorly in mathematics tests and examinations (Ihendinihu; 2013). Tshabalala and Ncube (2013) in Sa’ad, Adamu and Sadiq (2014) pointed that shortage of well trained teachers, inadequate of teaching facilities, lack of funds to purchase necessary equipment, poor quality of textbooks, large classes, poorly motivated teachers, lack of laboratories and libraries, poorly coordinated supervisory activities, interference of the school system by the civil services, incessant transfer of teachers and principals, automatic promotion of pupils, the negative role of public examinations on the teaching-learning process and inequality in education opportunities all hamper the smooth acquisition of mathematics knowledge. Also one of the greatest causes of poor performance in mathematics among secondary schools students in mathematics is phobia. Okigbo (2010) citing Aprebo indicated that phobia is an academic sickness whose virus has not yet