Effect of cognitive restructuring counselling techniques in managing chemistry anxiety among senior secondary school students in Tambuwal Local Government, Sokoto State

Ishaka Yahaya, Nasiru Aliyu Tambuwal
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Abstract

This study focused on the effect of Cognitive-Restructuring counselling techniques in managing chemistry anxiety among Senior Secondary School in Tambuwal local government area of Sokoto State. The researcher employed quasi-experimental pre-test/post-test factorial design in which selected students were assigned to experimental groups and control group. The experimental groups were treated with cognitive restructuring counselling technique while the control group didn’t receive any treatment. The population of the study is 160 students with chemistry anxiety. 114 students were selected to participate in the study. Purposive sampling technique was used. The treatments were carried out within eight weeks of counselling sessions. Group counselling method was employed in the study. Each of the subjects was administered with pre-test/post-test research instrument. Validated instruments namely Derived Chemistry Anxiety Rating Scale (DCARS)) was used in generating response from the students. The researcher made use of dependent samples t-test to analysed hypothesis 1 and independent t-test was used to analysed hypothesis 2 tested at 0.05 level of significance. Results of this study shows that there was a significance differences in the effect of cognitive restructuring counselling technique on the pre-test/post-test means score on anxiety level among students with chemistry anxiety in Tambuwal local government. Equally there is no significant difference on the anxiety level between the group exposed to cognitive restructuring counselling technique and those in the control group in Tambuwal local government. Though there is difference but not significant. Based on these findings, it was recommended that counsellors could use Cognitive- Restructuring treatment as a technique to reduce anxiety in Chemistry among Secondary School Students since it has been identified as effective.
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认知重构咨询技术在索科托州坦布瓦尔地方政府高中生化学焦虑管理中的效果
本研究的重点是认知重组咨询技术在管理索科托州坦布瓦尔地方政府地区高中化学焦虑中的效果。研究者采用准实验前测/后测析因设计,将选定的学生分为实验组和对照组。实验组接受认知重构咨询技术治疗,对照组不接受任何治疗。这项研究的对象是160名患有化学焦虑症的学生。114名学生被选中参与研究。采用目的抽样技术。治疗是在咨询会议的八周内进行的。本研究采用小组辅导方法。每位受试者分别使用测试前/测试后研究仪器。使用经过验证的工具,即衍生化学焦虑评定量表(DCARS)来生成学生的反应。研究人员使用依赖样本t检验对假设1进行分析,使用独立t检验对假设2进行分析,检验的显著性水平为0.05。本研究结果显示,认知重构辅导技术对坦布瓦尔地方政府化学焦虑学生的焦虑水平测前/测后均值得分的影响存在显著差异。同样,在坦布瓦尔地方政府,接受认知重组咨询技术的小组与对照组之间的焦虑水平也没有显著差异。虽然有差异,但并不显著。基于这些发现,我们建议辅导员可以使用认知重组治疗作为一种技术来减少中学生在化学方面的焦虑,因为它已经被确定为有效的。
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