Instructional Interventions to Address Mathematics Anxiety in Sub-Saharan Africa: A Systematic Review (1980–2020)

Kakoma Luneta, Gladys Sunzuma

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)


Research indicates that mathematics anxiety is among the factors that contribute to poor performance in mathematics. Learners have a risk of developing severe mathematical difficulties that might impede their socio-emotional development and future mathematics careers; therefore, an understanding of instructional strategies to reduce mathematics anxiety is important. The objective of this systematic review is to summarise the existing body of research on instructional interventions for addressing mathematics anxiety in the classroom. Nine articles that met the inclusion criteria were identified. To address mathematics anxiety in learners, two of the identified articles used problem-solving, one collaborative learning, two personalised instruction, one peer teaching using a photovoice approach, one brain-based instructional strategy, and one team-assisted individualised instructional strategy, whilst one was computer-based. All nine interventions had a positive effect on reducing mathematics anxiety as well as improving performance among learners. The systematic review revealed that little has been done in terms of research on instructional strategies that reduce mathematics anxiety in Sub-Saharan Africa. It is recommended that more studies on instructional strategies that address mathematical anxiety in Sub-Saharan Africa need to be conducted.

Original languageEnglish
Pages (from-to)103-119
Number of pages17
JournalAfrica Education Review
Issue number1
Publication statusPublished - 2022


  • instructional strategies
  • intervention
  • mathematics anxiety
  • reducing mathematical anxiety

ASJC Scopus subject areas

  • Education


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