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EFFECT OF CONGNITIVE BEHAVIOUR THERAPY ON MATHEMATICS TEST ANXIETY AND ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN OGIDI EDUCATION ZONE
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Inroduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
Mathematics test anxiety is a significant issue that affects students’ academic performance and psychological well-being. Cognitive Behaviour Therapy (CBT) has been recognized as an effective intervention to alleviate test anxiety and enhance academic achievement. This study aims to investigate the effect of CBT on mathematics test anxiety and achievement among secondary school students in the Ogidi Education Zone.
The study employed a pretest-posttest control group design, with a sample of secondary school students randomly assigned to an experimental group (receiving CBT intervention) and a control group (no intervention). The participants’ mathematics test anxiety levels were measured using a standardized questionnaire, and their academic achievement was assessed through mathematics test scores.
The CBT intervention consisted of several sessions targeting the identification and modification of negative thoughts and beliefs related to mathematics tests, relaxation techniques, and the development of effective study skills. The control group received no specific intervention and followed the regular mathematics curriculum.
The results of the study were analyzed using appropriate statistical tests, including t-tests and analysis of covariance (ANCOVA). The findings indicated that students who received CBT intervention showed a significant reduction in mathematics test anxiety compared to the control group. Additionally, the experimental group demonstrated improved mathematics achievement scores compared to the control group.
The findings of this study support the effectiveness of Cognitive Behaviour Therapy in reducing mathematics test anxiety and improving academic achievement among secondary school students. These results have important implications for educators, school counsellors, and policymakers in designing interventions to address mathematics test anxiety and promote students’ academic success.
Keywords: Cognitive Behaviour Therapy, mathematics test anxiety, academic achievement, secondary school students, intervention, Ogidi Education Zone.
EFFECT OF CONGNITIVE BEHAVIOUR THERAPY ON MATHEMATICS TEST ANXIETY AND ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN OGIDI EDUCATION ZONE, GET MORE EDUCATION PROJECT TOPICS AND MATERIALS
