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

Abstract

The study was designed to investigate the effect of Cognitive behaviour therapy on students’ mathematics test anxiety and gender in Ogidi education zone of Anambra state. The design of the study is quasi experimental research design, specifically non- equivalent pre- test and post -test control group design. Two research questions and two hypotheses were tested at 0.05 level of significance guided the study. One hundred and seventy-four students in public secondary schools were used to collect the sample using multi stage sampling technique. Four schools, two each were randomly assigned to experimental and control groups respectively. Then 88 students in experimental group were exposed to the use of four corners and a diamond mathematics graphic organizer while conventional method was used for 86 students in the control group. Two instruments namely; Mathematics test anxiety scale (MTAS) and Mathematics achievement test forms 1 and 11 were used for the study. Two training programmes; namely four corners and a diamond mathematics graphic organizer and conventional lesson plans were developed, validated, and used for the study, The mathematics achievement test form 1 and mathematics test anxiety scales were used for pre-treatment assessment while mathematics achievement test form 11 and MTAS(post test) were used for post treatment. Internal consistency reliability coefficients were determined for the two instruments using Cronbach alpha method and reliability indices of 0.94 and 0.62 were got MAT forms 1 and 11 while MTAS yielded reliability estimate of 0.93. Data obtained through the administration of the two instruments were organized and analyzed using mean scores, and standard deviation and analysis of covariance (ANCOVA) which revealed the following. The intervention using four corners and a diamond mathematics graphic organizer significantly improved mathematics achievement and reduced mathematics test anxiety. Since CBT enhances students mathematics achievement, reduced mathematics test anxiety and gender as a factor in the study has no significant effect. It was recommended that both teachers and students should be equipped with this training strategy respectively.