Abstract

This study explores the predictive influence of student-teacher interaction, school environment, and parental involvement on mathematics anxiety among deaf learners in Ibadan, Oyo State, Nigeria. A total of 249 deaf learners answered a structured questionnaire. Findings revealed that student-teacher interaction and parental involvement have a significant positive relationship with mathematics anxiety among deaf learners. The study also revealed that student-teacher interaction is the most potent contributor to mathematics anxiety, followed by parental involvement and school environment. Moreover, student-teacher interaction has a prominent role to play in mathematics anxiety among deaf learners; therefore, modalities and appropriate instructional approaches that could enhance self-confidence and stimulate interest toward mathematics are suggested.