EFFECT OF CONGNITIVE BEHAVIOUR THERAPY ON MATHEMATICS TEST ANXIETY AND ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN OGIDI EDUCATION ZONE

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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.

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