Effectiveness Of Cognitive And Group Behaviour Therapies In Managing Examination Anxiety Among Academically-At-Risk Secondary School Students In Ibadan, Oyo State, Nigeria
Keywords:
academically-at-risk-student, Examination-anxiety, Group-therapy, Cognitive-Behaviour-therapyAbstract
This study investigated the effectiveness of Cognitive and Group Behaviour
Therapies in managing examination anxiety among academically-at-risk
secondary school students in Ibadan, Oyo State, Nigeria. The study adopted an
experimental research design. 180 participants from six secondary schools in
three local government areas in Ibadan. The participants were randomly assigned
to treatment and control groups. The two treatment groups were exposed to ten
weeks training in Cognitive and Group Behaviour Therapies, while participants
in the control group received no training. Two validated instruments: Examination
Anxiety Scale and Student Academic Self-Efficacy Scale were used. Data were
analyzed using Analysis of Covariance and t-test. The findings revealed that there
was a significant main effect of treatment on the ability of academically-at-riskstudents to manage examination anxiety. Also, self-efficacy was found to have a
significant effect on the examination anxiety of academically-at-risk-student
participants. It was concluded that cognitive behaviour and Group therapies were
effective in managing examination anxiety among academically-at-risk-students.
Therefore, it was recommended among others that the school counseling
psychologists can adopt the two interventions therapies to manage examination
anxiety among academically-at-risk-students.
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