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

Yıl 2014, Cilt: 1 , 322 - 326, 01.09.2014

Philomina İ. Onwuka Pauline İ. Tıbı

Öz

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.

Anahtar Kelimeler

Mathematics, constructivist, instructional strategy

Kaynakça

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