JOURNALS
PSYCHOTHERAPEUTIC INTERVENTIONS IN TEST ANXIETY AND ACADEMIC ACHIEVEMENT AMONG SECONDARY SCHOOL STUDENTS IN RIVERS STATE.
PSYCHOTHERAPEUTIC INTERVENTIONS IN TEST ANXIETY AND ACADEMIC ACHIEVEMENT AMONG SECONDARY SCHOOL STUDENTS IN RIVERS STATE.
BY
EDOM, DONALD OBINNA
This email address is being protected from spambots. You need JavaScript enabled to view it.
08032614498
DEPARTMENT OF EDUCATIONAL PSYCHOLOGY,
FACULTY OF EDUCATION, UNIVERSITY OF PORT-HARCOURT.
AND
PROF. EKEH, PRINCESS UDOCHI
This email address is being protected from spambots. You need JavaScript enabled to view it.
08033401358
DEPARTMENT OF EDUCATIONAL PSYCHOLOGY,
FACULTY OF EDUCATION, UNIVERSITY OF PORT-HARCOURT.
ABSTRACT
This study investigated the psychotherapeutic interventions in test anxiety and academic achievement among secondary school students in Rivers State. The objective was to find out the effects of REBT and CBT on test anxiety among students in other to enhance their academic achievement with regards to their gender. Four research questions and four hypotheses tested at 0.05 level of alpha guided the study. The study adopted quasi-experimental and expost-facto research designs. A sample of 120 test-anxious students out of 215 from the population of 546 students were used, from three public secondary schools in Port-Harcourt Metropolis (Port-Harcourt, Obio/Akpor and Eleme) were drawn using purposive sampling technique. The instruments were Test Anxiety Questionnaire (TAQ) and English Language Achievement Test (ELAT). The Test Anxiety Questionnaire was a 4-point likert scale of Strongly Agree (SA), Agree (A), Disagree (D) and Strongly Disagree (SD). English Language Achievement Test (ELAT) to measure the academic achievement in English Language. The study was shared into experimental group 1(REBT), 2 (CBT) and 3 a Control Group. The sampling was drawn using multistage sampling procedure. The reliability of the TAQ instrument was determined using Crombach Alpha method of internal consistency while that of ELAT was determined using Kuder Richardson formular 20 (KR20). The reliability index realized were 0.78 for TAQ and 0.71 for ELAT. Data was analyzed using mean and standard deviation for research questions, paired sample t-test, t-test, ANOVA as well as ANCOVA analysis of co-variance were used to test hypotheses. Based on the findings, some recommendations were made one of which is that Counsellors, Psychologists as well as Therapists with good knowledge of these interventions should be sent to schools so as to enable them give full attention to those that have test anxiety. In contribution to knowledge, this study has established that there is much hope for test-anxious students.
Key words: Psychotherapeutic, Test Anxiety.
Introduction
Every one of us experiences some kind of anxiety from time to time which results out from a situation that we perceive as threatening, such as having to do an oral presentation, having a near-miss with a car, or waiting for the results of a lab test. Anxiety is really common among humans during a situation that tends to create a tense atmosphere. The test can be one of such events that leads to a lot of tension and anxiety commonly known as test anxiety. According to Davidoff in Nwankwo (2015), anxiety is defined as “emotion, characterized by feelings of anticipated danger, tension and distress, and by arousal of the sympathetic nervous system”. Implicitly, anxiety is an emotion just like sadness and happiness. The individual becomes tensed up, troubled, worried and distressed as a result of the sympathetic nervous system (Nwankwo, 2015). Anxiety disorders are centrally characterized by the tendencies of anxiousness under challenging situations, avoidance responses towards worrisome stimuli, deficit in social relationships and a sense of distress associated responses Nwankwo in Awujo, Ugwu and Amadi, (2011). Drever, in Ekeh & Onyekuru, (2013) posits that a test is a type of examination that is given to an individual, or group with a view to obtaining their cognitive and non-cognitive traits. Test is seen as a standardized type of examination, when it is given to a group or individuals: it may be qualitative or quantitative, ie, determine presence or absence of a particular capacity, knowledge, or skill (Ramalingham, 2006). Testing is undoubtedly the most measure for selection and classification of individuals in different setting (the school and non-school settings) (Iruloh, Ernest-Ehibudu & Echebe, 2009).
Test anxiety is an experience which expresses itself in a candidate’s mind and behaviour in form of fear of failure, negative self-evaluation which might be related to previously established standard (by self or other institutions), self-blame for perceived shortcomings, social evaluation in relation to student’s estimate of how others are doing and negative prediction of what would be the outcome of a test (Olatoye, 2009). Dawood, Mitsu & Nadiah (2016) see test anxiety as a common phenomenon that constitutes a universal cause of poor academic performance among students worldwide. It is a kind of self-preoccupation which is manifested as self-minimization and results in negative cognitive evaluation, lack of concentration, unfavorable physiological reactions and academic failure.. Spilberger & Vagg (1995) identified two types of anxiety states which impede academic performance. These are State and Trait anxiety. State anxiety manifest in form of tension, apprehension, nervousness and worry as well as other related psychological stimulation which emanates from the stimulation of the autonomic nervous system (Oyeleke, Ojewumi & Ajibewa, 2018). Eg excessive perspiration, trembling hands, increased heartbeat e.t.c. Most students actually experience “State anxiety” at the moment of taking important test but the degree of its intensity will depend among other things on the students’ level of Trait Anxiety. Trait Anxiety however is a relatively stable proneness to react to situations or impending events with high level of worry or apprehension. (Oyeleke, et, al, 2018). Trait anxiety accounts for individual differences in the tendency to respond to situations perceived as threatening with elevations in State anxiety symptoms. The amount of “State Anxiety” displayed by a student who is writing a test depends on the level of “Trait Anxiety”. Studies have shown that high levels of anxiety lead to poor academic achievement (Okorodudu & Ossai, 2004).
Psychotherapy is the treatment of mental illness or related issues based on psychological theory, it is a comprehensive verbal and non-verbal remedial effect on human emotions, judgements and self-consciousness in numerous mental, nervous and psychosomatic diseases (Ramalingham, 2006). Psychotherapy in all has to do with helping patient/client with problems that may have aspects that relate to (1) Disorders of thinking (2) Emotional suffering (3) Problem of behaviour. This is to say that Psychotherapy refers to any of the Psychological means used to modify Mental, Emotional and Behavioural disorders.
Rational Emotive Behavioural Therapy (REBT) by Albert Ellis is based on the premise that whenever we become upset, it is not due to events taking place in our lives, but beliefs that we hold that cause us to become angry, depressed, anxious, phobic and enraged. Rational Emotive Behavioural Therapy believes that humans are prone to adopting irrational beliefs and behaviours which stand in the way of achieving their goals and purposes. REBT is a combination of philosophical change with cognitive, behavioural and emotive strategies to bring about both short-range and long range change. The core approach to Rational Emotive Behavioural Therapy is to dispute irrational thoughts. Ellis grouped human’s irrational beliefs and behaviours into three themes which is referred to as the three basic “MUSTS” of Rational Emotive Behavioural Therapy. They include: (A) the irrationally high expectation of oneself to be exceptional and perform at outstanding levels. (B) The irrationally high expectation of others. Here, someone believes that others must always treat them with kindness and fairness. (C) The irrationally high expectation to always get what you want in a very self-centered way. This belief marks the demand for only what you want, when you want it. Egbochuku (2017) carried out a study on efficacy of Rational Emotive Behaviour Therapy on the reduction of test anxiety on identified test anxious students in Enugu State. The study was quasi experimental in nature. The study was carried out among 180 SS1 students (100 Experimental and 80 Control) in 4 secondary schools in Enugu State. REBT was found effective in the reduction of test anxiety F = 22.751, df (1, 76). Entry test anxiety level was significant on the level of reduction of test anxious students; F= 83.566, df (1, 76). F-ratio of interaction of treatment by entry test anxiety level was 10.347, df (1, 76). It was recommended that REBT be used in the treatment of test anxious adolescents in schools.
Cognitive Behavioural Therapy (CBT) developed by Aaron Becks looks for errors in thinking and event that are misinterpreted leading to negative thoughts that lead to anxiety. CBT tries to change ways of thinking so that things which clients found to be challenging that generate anxiety may no longer challenge them. Cognitive Behavioural Therapy according to Lohmann (2014), is the most widely acclaimed, trusted and research supported treatment method for the treatment of the problem of test anxiety. Amadi (2019) investigated the effects of cognitive behavioural therapy and bibliotherapy on anger management of adolescents in Rivers State secondary schools The population for the study comprises of 5578 SS 2 students. The study adopted the quasi-experimental research design using a sample of 60 adolescents who self-identified as having disruptive anger management problems. Purposive sampling technique was used to draw the sample. A research developed instrument titled Anger Problem Assessment Scale (APAS) was used for data collection with 10 items constructed on a four-point likert scale. The reliability index of the instrument was 0.81 through Crombach alpha method of internal consistency. Mean and standard deviation were used in answering the research questions while paired sample t-test and ANCOVA were used in testing the hypotheses at 0’05 level of significance. Results from the study revealed that cognitive behavioural therapy and bibliotherapy had significant effect on anger management of the students. However, it was shown that cognitive behavioural therapy was more effective than bibliotherapy. Furthermore, CBT and bibliotherapy had greater effects on male than female students. On the basis of the result, it was recommended that counselling education emphasize the development of skills and competencies in the use of cognitive behavioural therapy and bibliotherapy in addressing interpersonal and intrapersonal behaviour problems of adolescents.
As these psychotherapies were used in order to know their effects in reducing test anxiety, thereby enhancing students’ academic achievement.
Academic achievement is defined as obtaining good grades or performing within the predicted level of, (if possible above) mental ability on some intelligent tests or standardized academic tests (Ogbunigwe, 2016). Operationally, academic achievement can be seen as the act of doing well in any standardized academic test or examination. Okafor (2019), Carried out a study on the effectiveness of Cognitive Behavioural Therapy (CBT) on test anxiety and the Academic achievement among senior secondary school students in Ebonyi State. The sample consisted of 200 students (100 Experimental, and 100 Control) attending two English medium schools in Ebonyi state and had scored low scores on General Test Anxiety scale (GTAS) and low grades in their first two terminal examinations. The study hypothesized that CBT will have positive impact on the test anxiety and the academic achievement of students. After the selection of the sample, CBT was administered to the Experimental group over a span of 90 days. After the intervention, post-test on GTAS was conducted for both experimental and control groups and grades of final term was obtained. Findings of the study revealed that the experimental group exhibited significant reduction in their test anxiety and enhancement on their Academic achievement. Implications of CBT in reducing test anxiety and improving academic achievement have been discussed. According to Edom (2017), gender is a socially defined and learned male and female behaviours that shape the opportunities that one is offered in life, the role one may play and the kind of relationships that one has. It is distinct from sex, which is a biologically determined and fixed set of characteristics for men and women. Maria, Macarena & Roser (2016) carried out a study on gender differences in test, trait, English anxiety as well as differences in academic achievement among university students. Participants were 168 students from the University of Barcelona, Spain. All of whom completed measures of test anxiety, English anxiety, and trait anxiety. They were also asked about their expected level of anxiety when faced with four specific test situations: multiple-choice, open-question, oral presentation, and an exam involving calculations. At the end of the course in which they were enrolled, students were assessed through a multiple-choice and an open-question exam. Compared with their male counterparts, female students reported higher levels of test, English, and trait anxiety, as well as greater expected anxiety in three of the four test situations considered. However, females did show lower academic achievement than male students in either the open-question or the multiple-choice exams. These results are discussed in terms of gender differences in socialization patterns and coping styles. Based on the findings of the study, some recommendations were made.
The researchers’ being a teacher and a lecturer in Rivers State have observed that the rate of poor academic performance among secondary school students in Rivers State is alarming. This is not to say that all students involved are dull or mentally unfit for study, but it may be due to one major problem known as test anxiety which has made many of them to perform below expectations in their various tests and examinations. The researchers’ have also observed that test anxiety has long been a prime concern for researchers, educators and counsellors as it may have a deleterious impact on test performance, academic success and overall well-being of test takers. Therefore, it is for this reason that the researchers were motivated to investigate the psychotherapeutic interventions in test anxiety reduction and academic achievement among secondary school students in Rivers
In specific terms, the study was designed to:
- determine the effect of rational emotive behavioural therapy (REBT) in reducing test anxiety among secondary school students based on their pre-test and post-test scores in Test Anxiety Questionnaire (TAQ).
- ascertain the effect of CBT on academic achievement of test anxious students based on their pretest-posttest scores in English Language Achievement Test (ELAT).
- find out the effect of REBT in reducing test anxiety among male and female secondary school students in Rivers State based on their post-test mean scores in Test Anxiety Questionnaire (TAQ).
- determine the difference in academic achievement of test anxious students in the REBT, CBT and control groups based on their post-test mean scores in English Language Achievement Test (ELAT).
The following research questions guided this study:
1. What is the effect of rational emotive behavioural therapy (REBT) in minimizing test anxiety among secondary school students in Rivers State as measured by their pre-test and post-test mean scores in Test Anxiety Questionnaire (TAQ)?
2. What is the effect of CBT on academic achievement of test anxious students based on their pretest-posttest scores in English Language Achievement Test (ELAT)?
3. What is the effect of rational emotive behavioural therapy in reducing test anxiety among male and female secondary school students in Rivers State based on their post-test mean scores in the Test Anxiety Questionnaire (TAQ)?
4. What is the difference in academic achievement of test anxious students in the REBT, CBT and control groups based on their post-test mean scores in English Language
Achievement Test (ELAT)?
To guide this study, the following null hypotheses were tested at 0.05 level of significance.
Ho1. There is no significant effect of rational emotive behavioural therapy (REBT) in minimizing test anxiety among secondary school students in Rivers State as measured by their pre-test and post-test mean scores in Test Anxiety Questionnaire (TAQ).
Ho2. There is no significant effect of CBT on academic achievement of test anxious students based on their pretest-posttest mean scores in English Language Achievement Test (ELAT).
Ho3. There is no significant effect of REBT in reducing test anxiety among male and female secondary school students in Rivers State based on their post-test mean scores in Test Anxiety Questionnaire (TAQ).
Ho4 There is no significant difference in academic achievement of test anxious students in the REBT, CBT and control groups based on their post-test mean scores in English Language Achievement Test (ELAT)
Method
The research designs for this study were quasi-experimental and expost-facto. The population for this study consisted of all the 3009 Senior Secondary School Class One (SS1) students in all the 41 public senior secondary schools in Port-Harcourt Metropolis (15-Port- Harcourt, 14-Obio/Akpo and 12-Eleme LGAs) in Rivers State. (Source: Directorate of Public Schools, Rivers State Ministry of Education, Port-Harcourt. 2021). The sample of the study consisted of 120 SS1 students diagnosed with test anxiety who are also low achievers. This sample was drawn using Multistage Sampling Procedure. At stage 1, in order to draw the three schools that were used for the study, the researcher used Simple Random by balloting to draw the schools used for the study. At stage 2, Purposive Sampling technique was used to draw only SS1 students for the study. At stage 3, Stratified Non-Proportionate Sampling technique was used to draw 40 students from each school irrespective of their numbers. This study used two instruments. They were Test Anxiety Questionnaire (TAQ) and English Language Achievement Test (ELAT). The Test Anxiety Questionnaire was a 4-point likert scale of Strongly Agree (SA), Agree (A), Disagree (D) and Strongly Disagree (SD). The instrument contained 30 items in all. As a means of identifying and subsequently treating those students with test anxiety, the researcher found the average scores of the respondents on the instrument. Since the instrument was a 4-point likert scale with 30 items in all, this means that it had a maximum score of 120 points and a minimum score of 30 points. This means that a cut-off score of 60 was average. Any student who scores 60 and above was identified as having test anxiety as well as being an under achiever while those whose scores were below 60 were identified as not having test anxiety. Afterwards, the same instrument was reshuffled for posttest. On the other hand, the English Language Achievement Test (ELAT) is a cognitive instrument that was constructed by the researcher with the help of an English teacher to measure the academic achievement of the students in the area of English Language. Face and content validity of the instruments were determined by issuing copies of the instruments to the supervisor and two other test experts in the Department of Educational Psychology Guidance and Counselling, University of Port-Harcourt. The reliability of TAQ was determined using Crombach Alpha method of internal consistency, while that of ELAT was determined using Kuder Richardson formular 20 (KR20). Copies of both instruments were administered on 18 test anxious students who were not part of the target sample but share similar characteristics. The questionnaires were administered by the researcher and two other research assistants. Data generated from the research instruments were analyzed using mean (
), standard deviation (SD) to answer research questions, paired sample t-test, t-test, ANOVA as well as Analysis of co-variance ANCOVA were used to test the null hypotheses at 0.05 level of significance. The experimental procedure was in six steps:
Step 1: At this stage, the researcher administered the instrument (Test Anxiety Questionnaire) to the students. This was called pretest in order to identify test anxious ones among them.
Step 2: Identification and classification of treatment groups and control group.
Step 3: Administration of English Achievement Test (pre-test) across all groups (Experimental groups and Control group.
Step 4: Treatment of subjects across Experimental groups.
Step 5: Administration of Test Anxiety Questionnaire (TAQ) and English Language Achievement Test (ELAT) among all groups (Experimental and Control groups) as post-test.
Step 6: Administration of follow-up test (Test Anxiety Questionnaire (TAQ) and English Language Achievement Test (ELAT) after 2 weeks for the Experimental groups.
In the treatment procedure, these steps were followed: Pre-treatment Phase, Treatment Phase, Post treatment Phase.
Results.
Results of statistical analysis are presented in the following tables.
Table 1: Showing Paired Sample t-test analysis of the effect of REBT in minimizing test anxiety among secondary school students in Rivers State.
|
|
N |
Mean |
Std. D |
df |
alpha |
t. |
Sig |
Result |
|
|
Pair 1 |
RET.Pre |
40 |
78.60 |
8.96 |
39 |
0.05 |
17.410 |
0.000 |
Significant (Reject H0) |
|
RET.Post |
40 |
53.78 |
5.91 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Table.1 above shows the descriptive statistics for pretest and posttest scores of students in the REBT. It is observed that mean and standard deviation for REBT group at pretest and posttest level were 78.60; 8.96 while that in the posttest was 53.78; 5.91 respectively. From the results, it could be seen that, there is a reduction in the test anxiety level of the students especially in the posttest level. This shows that the treatment had a positive effect on the anxiety level of the students.
In testing the hypothesis, calculated t value was 17. 410 and df 39, the sig value was 0.000. Hence, since sig (p = 0.000 < 0.05) is less than 0.05 alpha, the null hypothesis is rejected meaning that there is a significant difference in the effect of Rational Emotive Behavioural Therapy in minimizing test anxiety among secondary school students in Rivers State as measured by their pre-test and post-test mean scores in Test Anxiety Questionnaire (TAQ).
Table 2. Showing Paired Sample t-test analysis of the effect of CBT on academic achievement of test anxious students based on their pre-test and post-test scores in English Language Achievement Test (ELAT).
|
|
N |
Mean |
N |
Std. D |
df. |
Alpha |
Sig |
t. |
Result |
|
|
Pair 1 |
CBT.Pre |
40 |
11.87 |
40 |
2.13 |
39 |
0.05 |
0.03 |
-1.998 |
Significant (Reject H0) |
|
CBT.Post |
40 |
13.05 |
40 |
2.68 |
|
|
|
|
|
|
The table above explains that test anxious students treated with CBT had mean and standard deviation values of 11.87 and 2.13 at pretest level and 13.05 and 2.68 at posttest level. This mean shows that students achieved better after the treatment compared to when they were not treated. With calculated t of -1.998 against a t-critical value, df 39. Hence, since sig (p=0.03< 0.05) is less than 0.05 alpha, the null hypotheses was rejected meaning that there is actually a significant difference in academic achievement of students in the cognitive behavioural therapy group based on their pretest-posttest scores in English Language Achievement Test (ELAT).
Table 3. Showing t-test analysis of the difference on the effect of REBT in reducing test anxiety among male and female secondary school students in Rivers State based on their post-test mean scores in the TAQ?
|
Gender |
N |
Mean |
Std. D |
Df |
Alpha |
t. |
Sig |
Result |
|
Female |
23 |
49.52 |
8.47 |
38 |
0.05 |
2.771 |
0.009 |
Significant (Reject H0) |
|
Male |
17 |
39.12 |
15.12 |
|
|
|
|
|
The table above explains that female students in the REBT group were 23 while males were 17. Their means and standard deviation valued were 49.52 and 8.47 for male and 39.12 and 15.12 for females. The mean shows that female students performed better than the male students in the REBT group. Calculated t was 2.771, df 38 while sig value was 0.009. Hence, since sig (p=0.009<0.05) is less than 0.05 alpha at 78 degree of freedom, the null hypotheses was rejected meaning that there is a significant difference in the influence of gender on the effect of rational emotive behavioural therapy in minimizing test anxiety among secondary school students in Rivers State.
Table 4. Shows ANOVA of the difference in the academic achievement of test anxious in the REBT, CBT and Control groups based on their posttest mean scores.
|
Groups |
N |
Mean |
Std. Deviation |
|||||||
|
REBT Group |
40 |
14.9000 |
2.98543 |
|
||||||
|
CBT Group |
40 |
13.0500 |
2.68853 |
|
||||||
|
Control Group |
40 |
8.5500 |
1.46672 |
|
||||||
|
|
Sum of Sq. |
Df |
Mean Sq |
F |
Alpha |
Sig. |
Results |
|
||
|
Between Groups |
853.267 |
2 |
426.633 |
69.969 |
0.05 |
.000 |
Significant |
|
||
|
Within Groups |
713.400 |
117 |
6.097 |
|
|
|
|
|
||
|
Total |
1566.667 |
119 |
|
|
|
|
|
|
||
|
|
||||||||||
From the analysis in table 4, mean values for REBT, CBT and the Control group were 14.90, 13 .05 and 8.55 respectively while the r standard deviation values were 2.98, 2.68 and 1.46 respectively. These mean values showed that those in the control group achieved less compared to those in the REBT and CBT group. On the whole, it indicated that those in the REBT group achieved better followed by those in the CBT group. Calculated F was 69.96 while sig value was 0.000. therefore, since sig. (p=0.000<0.05) is less than 0.05 alpha, the null hypothesis is rejected meaning that there is a significant difference in the academic achievement of test anxious students in the REBT, CBT and Control groups based on their posttest mean scores in English Language Achievement Test (ELAT).
Discussion of Findings.
From the analysis of data in answering research question one and hypothesis one, it was revealed that there was a significant difference in the effect of Rational Emotive Behavioural Therapy in minimizing test anxiety among secondary school students in Rivers State as measured by their pre-test and post-test mean scores in Test Anxiety Questionnaire (TAQ).It is observed that mean and standard deviation for REBT group at pretest and posttest level were 78.60; 8.96 and 45.10; 12sss.70 respectively. Those in the control group had mean and standard deviation value of 79.93; 9.80 and 54.40; 9.71 respectively. This result means that rational emotive therapy has positive impact in minimizing test anxiety among students, hence their mean scores were higher in their pre-test than in their post-test.
From research finding two, it was found that there is significant effect of cognitive behavioural therapy (CBT) on academic achievement of students based on their pretest-posttest scores in English Language Achievement Test (ELAT). Hence they have mean and standard deviation values of 11.87 and 2.13 at pretest level and 13.05 and 2.68 at posttest level. This mean shows that students performed better after the CBT treatment compared to when they were not treated and the null hypothesis is rejected.
This result is in support with Okafor (2019) in a study on the effectiveness of Cognitive Behavioural Therapy (CBT) on test anxiety and the Academic achievement among senior secondary school students in Ebonyi State. Findings of the study revealed that the experimental group exhibited significant reduction in their test anxiety and enhancement on their Academic achievement.
From research finding three, it was revealed that, there was a significant difference in the influence of gender on the effect of rational emotive behavioural therapy in minimizing test anxiety among secondary school students in Rivers State, hence their mean and standard deviation valued were 49.52 and 8.47 for male and 39.12 and 15.12 for females. From the result above it shows that female students performed better than the male students in the REBT group and the null hypothesis was rejected.
This finding is in disagreement with Ndirang, Muola, Kithuka & Nassiuma (2020), in their study to determine the effect of gender on test anxiety and academic achievement among students in Nyeri district, Kenya. The result showed that teachers did not adequately help students cope with test anxiety, hence there was no significant effect of gender (r = 0.06) on test anxiety and academic achievement. It was also established that both girls and boys were equally affected by test anxiety.
From research finding four, it was discovered that there is a significant difference in the academic achievement of test anxious students in the REBT, CBT and Control groups based on their post-test mean scores in English Language Achievement Test (ELAT). In as much as they have mean value for REBT, CBT and Control groups were 14.90, 13.05 and 8.55 respectively while their standard deviation values were 2.98, 2.68 and 1.46 respectively. Calculated F was 69.96 while sig value was 0.000. Therefore, since sig. (p=0.000<0.05) is less than 0.05 alpha, the null hypothesis is rejected. These mean values showed that those in the control group achieved less compared to those in the REBT and CBT group. On the whole, it indicated that those in the REBT group achieved better followed by those in the CBT group. This result is in agreement with that of Ebhohimen (2018) in his investigation on effectiveness of Rational Emotive Behaviour Therapy (REBT) and Cognitive Behavioural Therapy (CBT) in reducing examination anxiety of senior secondary school students in Ondo State using a pre-test–post-test, control group quasi-experimental study design. Findings of that study revealed that REBT was more effective than placebo-control (P=0.000, significant mean difference of 17.498 at 0.05). CBT was also more effective than placebo control (P=.000, significant mean difference of 16.824 at 0.05).
Conclusion.
Conclusively, this study has revealed that rational emotive behavioural therapy and cognitive behavioural therapy are rewarding and effective techniques for treatment of test anxiety.
Recommendations.
Based on the findings of the study, the researchers made the following recommendations:
- Students with test anxiety should be encouraged to receive interventions such as rational emotive behavioural therapy and cognitive behavioural therapy.
2 School guidance counsellors should make use of rational emotive behavioural therapy and cognitive behavioural therapy to help students overcome their test anxiety
References
Awujo, C.G, Ugwu C.J &Amadi G.N (2011). Psychology of phobic disorder for psychotherapists and counselors. University of Port Harcourt Press.
Dawood, H. F, Mitsu. E.T & Nadia .J. D (2016). The relationship between test anxiety and academic achievement among undergraduate nursing students in King Saud bin Abdul-Aziz University for Health Sciences--Riyadh (KSAU), Research in the Schools, 20(2), 28–34.
Edom, D. O. (2017). Differential predictive powers of selected factors of depression among people living with HIV/AIDS in Port- Harcourt and Obio/Akpo Local Government Areas of Rivers State. (Unpublished Dissertation University of Port-Harcourt).
Egbochuku. E. (2017). Efficacy of rational emotive behaviour therapy on the reduction of test anxiety on identified test anxious students in Enugu State. An unpublished PhD thesis. University of Ilorin.
Ekeh, P. U. & Onyekwuru, B. U. (2013). Fundamentals of educational psychology. Adyudo press: Owerri.
Iruloh, B.R.N, Ernest-Ehibudu, I.R & Echebe, P.I (2009). Organization and administration of guidance and counselling services. In school and non-school setting. Adyudo press: Owerri.
María I. N, Macarena S. P & Roser .B. (2016). Gender differences in test anxiety and their impact on higher education students’ academic achievement. Department of Behavioral Sciences, University of Barcelona, Spain.
Nwankwo, O.C (2015). Abnormal psychology. (The clinical approach) Port-Harcourt Pam Unique Publishing Coy, Ltd.
Ogbunigwe. D. A. (2016). "Maternal education and children's academic achievement during middle childhood". Developmental Psychology. 43 (6): 1497–1512. doi:10.1037/0012-1649.43.6.1497. PMID 18020827.
Okafor A.I. (2019). The effectiveness of cognitive behavioural therapy (CBT) on test anxiety and the Academic achievement among senior secondary school students in Ebonyi State. (An Unpublished PhD Thesis University of Calabar).
Okorodudu, G.N. & Ossai, M.C (2004). Relationship between examination anxiety and academic performance in a psychology course. Nigerian Journal of Psychology and Education, 1, 148-152.
Olatoye, R.A. (2009). “Students’ test anxiety, motivation for examination, and science achievement in junior secondary schools in Ogun State, Nigeria”, International Journal of Psychology and counselling, 1 (10), 194-198.
Oyeleke, J. T, Ojewumi, A. K, & Ajibewa, D. (2018). “Emotional stability, hardiness personality and resilience as predictors of examination anxiety among undergraduate students of University of Ibadan, Nigeria”. Nigerian Journal of Empirical Studies in Psychology and Education. 20(1), 93-110.
Ramalingham, P (2006). Dictionary of Psychology. Academic Publishers. New Delhi (India).
Spielberger, C. D. & Vagg, P. R (1995). Test anxiety: A transactional process model. In C. SD. Spielberger & P.R Vagg (Eds.). Test anxiety: Theory, assessment, and treatment. (pp. 3-14). Washington, D.C: Taylor & Francis, 2.30.
