Effect Of Rational Emotive Behaviour Therapy On The Level Of General And Examination Anxieties Among Students
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Effect Of Rational Emotive Behaviour Therapy On The Level Of General And Examination Anxieties Among Students
INTRODUCTION
Research indicates that a significant transactional distance between geographically dispersed learners and their support staff in Open and Distance Learning (ODL) institutions can lead to feelings of isolation, low self-efficacy, and reduced motivation among students.
These issues often culminate in poor academic performance. This study investigates the effectiveness of Rational Emotive Behavior Therapy (REBT) in enhancing self-efficacy among academically at-risk learners at the National Open University of Nigeria (NOUN).
To address this issue, a pre-test and post-test control group quasi-experimental design with a 2x2x2x2 factorial matrix was employed. Stratified random sampling and Probability Proportional to Size (PPS) sampling techniques were used to select a sample of 135 respondents (68 males and 67 females) from first-year NOUN undergraduates in the South West geopolitical zone of Nigeria. The participants ranged in age from 22 to 51 years (M = 16.17, SD = 1.01).
The experimental group received nine sessions of REBT, each lasting one and a half hours. The control group did not receive this intervention. The General Self-Efficacy (GSE) scale (with a reliability coefficient of r = 0.81) was used to measure self-efficacy.
The effectiveness of REBT in improving self-efficacy was assessed using Analysis of Covariance (ANCOVA) and t-tests for independent samples to test four null hypotheses at a 0.05 alpha level.
Findings: The study revealed that REBT significantly improved self-efficacy in the treated group (F(1,130) = 54.11, p < 0.05).
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