EFFECT OF SELF-INSTRUCTION TECHNIQUE IN REDUCING TEST ANXIETY AMONG SECONDARY SCHOOL STUDENTS IN ANAMBRA STATE
Abstract
Most times, students on the verge of entering for school tests or examination are seen to exhibit some forms of anxiety, such as restless, trembling, fidgeting or panicking. Consequently, this study sought to determine the effect of self-instruction technique in reducing test anxiety among secondary school students in Anambra State. Two research questions and two null hypotheses guided the study. The design for this study was a quasi-experimental design. The population of students with test anxiety is 453. A sample of 70 students with test anxiety was selected for the study and purposive sampling technique was used in choosing two schools in the area of the study. Test Anxiety Inventory was used for data collection. Test Anxiety Inventory has both validity and reliability of 0.81. The study involved two groups; the experimental group I was given self-instruction technique and the control group was given conventional counselling. All the groups were exposed to treatment for a period of eighth weeks. Pre-test and post-test were administered to both groups. Mean scores were used in answering the two research questions and ANCOVA was used in testing the two null hypotheses at 0.05 level of significant. The finding of the study shows that self-instructional technique is effective in reducing the students’ test anxiety based on their lost mean scores. Recommendations were made that: the use of self-instruction technique should be commenced in full force in secondary schools irrespective of students’ gender as a way of reducing students’ test anxiety.
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