Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/401
Title: EFFECTS OF DESENSITIZATION AND GROUP COUNSELLING ON TEST ANXIETY OF UNDER-ACHIEVING ADULTS LEARNERS IN EBONYI STATE
Authors: NDUKA-OZO STELLA NGOZI0001
Issue Date: 7-Jun-2009
Publisher: EBSU
Series/Report no.: EBSU/PG/PhD/2004/01004;
Abstract: Abstract . This study investigated the effects of Desensitization and Group Counselling on test-anxiety of underachieving adult learners in Ebonyi State. The different conceptualization of anxiety, desensitization and group counselling were highlighted, in addition to review of theoretical framework and empirical studies. In order to carry out this study, three research questions and three null hypotheses were postulated to guide the study. Three adult education centres in the three education zones of Ebonyi State were used. The study adopted a quasi-experimental pretest, posttest, and non-equivalent control group design. One hundred and fifteen (115) adult learners participated in the study. The learners were arranged in three groups (2 experimental groups and one control group). Group A students were treated using the desensitization strategy. Group B students were under group counselling, while Group C students were under the conventional method of counselling. The centres were co-educational schools and so helped to find gender effect of each aspect of counselling. The instrument for data collection was the Miller's Test Anxiety Scale eTAS); which has fifteen items. A pretest was first administered to the students to determine their previous anxiety levels and those with low level of test-anxiety were eliminated using the instrument. Thereafter, the students in each group were given eight (8) weeks of treatment and then posttested after the period. The One- Way Analysis of Covariance (ANCOV A) was used in the analysis of the data collected. Based on the result obtained, there was a significant main effect of treatment on the test-anxiety of the under-achieving adult learners in Ebonyi State while gender had no significant main effect on the adult learners' test anxiety level and intervention process. The educational implications of the findings were highlighted; one of which is that since test anxiety is debilitative to achievement and counter productive to performance, so needs to be reduced. Some recommendations like the introduction of guidance programme in adult education centres were made as well as suggestions for further studies based on the findings of the study.
Description: A THESIS SUBMITTED TO THE DEPARTMENT OF ARTS AND SOCIAL SCIENCE EDUCATION , EBONYI STATE UNIVERSITY, ABAKALIKI. IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE AWARD OF THE DEGREE OF DOCTOR OF PHILOSOPHY OF EDUCATION (GUIDIANCE AND COUNCELLING
URI: http://hdl.handle.net/123456789/401
Appears in Collections:Theses & Dissertations

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