EFFECTIVENESS OF COGNITIVE AND GROUP BEHAVIOUR THERAPIES IN MANAGING EXAMINATION ANXIETY AMONG ACADEMICALLY-AT-RISK SECONDARY SCHOOL STUDENTS IN IBADAN, OYO STATE, NIGERIA
Okoiye, Ojaga Emmanuel and Ajibola Falaye
Journal Title:Journal of Research in Education and Society
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.