ERADICATING MATHEMATICS ANXIETY AMONG SECONDARY SCHOOL STUDENTS USING COGNITIVE BEHAVIOURS THERAPY (CBT)

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Authors

  • Philomina İ. ONWUKA
  • Pauline İ. TIBI

Keywords:

Mathematics, constructivist, instructional strategy

Abstract

Achievement in Mathematics to a large extent, is a function of examination anxiety, teachers’ instructional strategy, among other variables. The Onus of this paper is to empirically document the effectiveness of CBT in curbing mathematics anxiety in students in Nigeria. A sample of 154 students was composed. The instrument used is Mathematics Anxiety Test Scale (MATS). The reliability coefficient of 0.83 was obtained. The 154 students were pretested and those (68) who scored 24 and above were assigned to experimental group. Two research questions and two hypotheses guided the study. Research questions were addressed using mean and standard deviation while hypotheses were tested with t-test, ANCOVA. The result indicates a therapeutic significant difference in reduction of Mathematics anxiety of students and in terms of gender, no score differential. It was recommended that workshops/Seminars on psychological techniques on examination anxiety be organized for mathematics teachers.
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Published

2014-09-01

How to Cite

ONWUKA, P. İ., & TIBI, P. İ. (2014). ERADICATING MATHEMATICS ANXIETY AMONG SECONDARY SCHOOL STUDENTS USING COGNITIVE BEHAVIOURS THERAPY (CBT). The Eurasia Proceedings of Educational and Social Sciences, 1, 322–326. Retrieved from https://epess.net/index.php/epess/article/view/52

Issue

Vol. 1 (2014)

Section

Articles

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Copyright (c) 2014 The Eurasia Proceedings of Educational and Social Sciences

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