ABSTRACT

The study  investigated pre-service teachers’ self-efficacy and mathematics anxiety as predictors of achievement in undergraduate calculus in University of Lagos using expo-facto type within the blueprint of descriptive survey design.

Data collected were analyzed using the percentage, mean, standard deviation, independent sample t-test, principal component factor analysis, Pearson moment correlation and multiple regression analysis.

Findings revealed that pre-service teachers’ mathematics anxiety assessed by mathematics anxiety questionnaire was a two-dimensional construct (affection and cognition) and, pre-service teachers’ mathematics self-efficacy assessed by mathematics self-efficacy questionnaire was a two-dimensional construct (Motivation and Confidence).

Mathematics anxiety and Mathematics self-efficacy made no statistically significant contributions to the variance in pre-service mathematics teachers’ achievement in undergraduate calculus. 

KEYWORD: Pre-service mathematics teachers, self-efficacy, mathematics anxiety, undergraduate, and Calculus.