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EFFECT OF RATIONAL EMOTIVE BEHAVIOUR THERAPY ON EXAMINATION ANXIETY AMONG SECONDARY SCHOOL STUDENTS

EFFECT OF RATIONAL EMOTIVE BEHAVIOUR THERAPY ON EXAMINATION ANXIETY AMONG SECONDARY SCHOOL STUDENTS

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TABLE OF CONTENTS

Title Page

Certification

Dedication

Acknowledgments

Abstract

Table of Contents

 

CHAPTER ONE: INTRODUCTION  

1.1    Background to the Study

1.2    Statement of the Problem

1.3    Purpose of the Study

1.4    Significance of the Study

1.5    Research Questions

1.6    Delimitation of the Study

1.7    Limitation of the Study

1.8    Definition of Terms

 

CHAPTER TWO:          REVIEW OF RELATED LITERATURE

CHAPTER THREE:       RESEARCH METHODS

3.1    Area of the Study

3.2    Research Design

3.3    Population of the Study

3.4    Sample and Sampling Technique

3.5    Instrument for Data Collection

 

3.6    Validation of the Instrument

3.7    Reliability of Instrument

3.8    Administration of the Instrument

3.9    Method of Data Analysis

 

CHAPTER FOUR: DATA ANALYSIS AND DISCUSSION OF FINDINGS

4.1    Data Analysis

4.2    Discussion of Findings

 

CHAPTER FIVE: SUMMARY, RECOMMENDATIONS AND CONCLUSION

5.1    Summary

5.2    Recommendations

5.3    Conclusion

5.4    Suggestions for further Study

References

Appendix

 

CHAPTER ONE

INTRODUCTION

1.1   Background to the Study

From ancient times till date examinations have remained a part of the educational system. Moreover, it is one of the major source of measuring the abilities of the students. In brief, it can be said that educational system is an empty vase without tests. By definition, examination is the process of analysis, identification, evaluation and interpretations in any type of academic evaluation conducted to measure and assess the students’ academic performance (Edom, 2023).

The prevalence of examination anxiety among secondary school students stands as a prominent issue influencing both academic performance and psychological well-being. The weight of academic expectations often induces pronounced levels of stress, leading to adverse cognitive impacts, emotional turbulence, and compromised scholastic achievements among students.

 

Examination anxiety manifests as a complex psychological phenomenon, encompassing emotional, cognitive, and physiological dimensions. Extensive research has highlighted its prevalence among secondary school cohorts, with a considerable proportion grappling with varying intensities of stress and anxiety in anticipation of academic assessments.

 

EFFECT OF RATIONAL EMOTIVE BEHAVIOUR THERAPY ON EXAMINATION ANXIETY AMONG SECONDARY SCHOOL STUDENTS

Rational Emotive Behavior Therapy (REBT), devised by Dr. Albert Ellis, emerges as a promising therapeutic framework in addressing anxiety disorders, including examination-related stress. Central to REBT is the premise that an individual’s emotional disturbances are chiefly influenced by their beliefs and cognitive interpretations rather than external events. Through cognitive restructuring and the identification of irrational beliefs, REBT endeavors to amend maladaptive thought patterns, fostering emotional resilience and adaptive coping mechanisms.

 

Without reservation, examination anxiety among secondary school students has been extensively documented (Smith & Johnson, 2020; Brown et al., 2018) as a significant concern impacting academic performance and mental health. The pressure to excel in academic assessments often triggers intense feelings of anxiety, leading to adverse effects on students’ cognitive abilities (Garcia & Lee, 2019), emotional stability (Jones, 2017), and overall academic outcomes (Roberts et al., 2021).

Rational Emotive Behavior Therapy (REBT), formulated by Albert Ellis (Ellis, 1962), offers a promising framework for addressing anxiety disorders, including examination anxiety. REBT posits that individuals’ emotional disturbances are primarily influenced by their beliefs and thoughts rather than the events themselves (David et al., 2019). Through cognitive restructuring and the identification of irrational beliefs, REBT aims to modify maladaptive thought patterns, fostering emotional resilience and adaptive coping strategies (Bernard, 2016; Beck, 2005). The effect of rational emotive behaviour therapy on examination anxiety among secondary school students.

However, empirical research specifically examining the application of REBT in mitigating examination anxiety among secondary school students is scarce. Few studies have investigated the direct impact of REBT interventions on examination anxiety within educational settings (Williams et al., 2020; Lee & Smith, 2019).

 

Furthermore, Rational Emotive Behaviour Therapy (REBT) is the independent variable for this study. It is a counselling technique that believes amongst others that an individual is both rational and irrational. When thinking rational, he/she is effective, happy and competent while thinking irrational he/she shows emotional problems like guilt, anxiety, anger, depression, hatred and ineffectiveness. The effect of rational emotive behaviour therapy on examination anxiety among secondary school students.

As every individual is responsible for his/her own actions, feelings, thinking and has the ability to intervene between environmental input and emotional output. Therefore REBT, was selected in this study based on it philosophical under pinning that thoughts, feelings, and behaviours interact and significantly affect each other. Therefore, this study aimed to investigate the effect of rational emotive behaviour therapy on examination anxiety among secondary school students in Uyo Local Government Area.

 

1.2   Statement of the Problem

Undeniably, examination anxiety poses a significant challenge among secondary school students, adversely affecting their academic performance and mental well-being. Despite various therapeutic interventions available, there remains a gap in understanding and implementing effective strategies. Moreover, the prevalence of Examination Malpractice in recent time have assumed alarming trend more than any other time.

However, it has been observed that a lot of factors have been observed to have influenced the students into examination malpractice. Thus, some of these factors are fear of evaluation, delinquency, social failure, depression, shame, aggression, low-motivation, negative self-evaluation and low concentration.

 

Other negative connotations include low self-esteem, reading difficulties and failing scores, disruptive classroom behaviour, negative thoughts about the school, feelings of unease and fear as well as memory interruption, particularly concerning phonological processing are many problems that has been linked to students to experiencing examination malpractice. The effect of rational emotive behaviour therapy on examination anxiety among secondary school students.

Therefore, it stands to reason also that, perception of students involved in examination malpractice needs attention to modify the irrational thinking and fears about the examination in order to stop them from further involvement in to the examination malpractice which would affect the quality of the future teachers’ productivity. Therefore, the researchers were concerned by this situation and sought to investigate the effect of rational emotive behaviour therapy on examination anxiety among secondary school students in Uyo Local Government Area.

 

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