EFFECTS OF COGNITIVE RESTRUCTURING AND SYSTEMATIC DESENSITIZATION TECHNIQUES ON STUDENTS’ MATHEMATICS ANXIETY IN SENIOR SECONDARY SCHOOLS IN GOMBE METROPOLIS, GOMBE STATE
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 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 anxiety is a prevalent issue among students, particularly in senior secondary schools. This study explores the effects of cognitive restructuring and systematic desensitization techniques on students’ mathematics anxiety in Gombe Metropolis, Gombe State. The aim is to investigate whether these psychological interventions can effectively reduce mathematics anxiety and improve students’ performance in mathematics.
The study employs a quasi-experimental design with a pretest-posttest control group. The participants are senior secondary school students from various schools in Gombe Metropolis, selected using a purposive sampling technique. The sample is divided into two groups: the experimental group and the control group. The experimental group receives cognitive restructuring and systematic desensitization interventions, while the control group does not receive any specific interventions.
The Mathematics Anxiety Rating Scale (MARS) is used to measure students’ mathematics anxiety levels before and after the intervention. Additionally, students’ academic performance in mathematics is assessed through their scores on mathematics examinations. Descriptive and inferential statistical analyses, such as t-tests and analysis of covariance (ANCOVA), are employed to analyze the data.
The findings of this study will contribute to the existing literature on mathematics anxiety interventions and their effectiveness in the Nigerian educational context. It is expected that cognitive restructuring and systematic desensitization techniques will significantly reduce students’ mathematics anxiety and improve their performance in mathematics. The study also aims to provide insights into the practical implications of implementing these techniques in senior secondary schools to alleviate mathematics anxiety among students.
The implications of this research could be far-reaching, as reducing mathematics anxiety can enhance students’ engagement, motivation, and overall academic achievement. By identifying effective interventions, educators and policymakers can develop strategies to support students in overcoming mathematics anxiety, leading to improved educational outcomes in Gombe Metropolis, Gombe State, and potentially other similar contexts.
Keywords: mathematics anxiety, cognitive restructuring, systematic desensitization, senior secondary schools, Gombe Metropolis, Gombe State.
EFFECTS OF COGNITIVE RESTRUCTURING AND SYSTEMATIC DESENSITIZATION TECHNIQUES ON STUDENTS’ MATHEMATICS ANXIETY IN SENIOR SECONDARY SCHOOLS IN GOMBE METROPOLIS, GOMBE STATE, GET MORE EDUCATION PROJECT TOPICS AND MATERIALS