Effect of Video Instruction on Secondary School Students’ Anxiety and Interest in Mathematics in Abuja, Nigeria

This study investigated the effect of video instruction on mathematics anxiety and interest among 129 senior secondary school students in Abuja, Nigeria, using a quasi-experimental pre-test, post-test control group design. Participants were divided into experimental (video instruction) and control (conventional teaching) groups Data were collected using the Mathematics Anxiety Questionnaire (MAQ) and Mathematics Interest Inventory Questionnaire (MIIQ). Analysis was conducted using independent samples t-tests to compare mean scores and examine gender moderation effects. Results revealed that video instruction reduced Mathematics anxiety and enhanced interest compared to conventional methods. However, gender did not significantly moderate these effects, as both male and female students benefited equally. The study concluded that video instruction is a powerful pedagogical tool for improving affective outcomes in Mathematics learning. Recommendations include integrating video instruction into curricula, investing in digital infrastructure, and exploring long-term impacts in future research.