EFFECTIVENESS OF RATIONAL EMOTIVE BEHAVIOUR (REBT) AND COGNITIVE BEHAVIOURAL THERAPIES (CBT) IN REDUCING EXAMINATION ANXIETY AMONG UNIVERSITY UNDERGRADUATES IN OGUN STATE

Emmanuel S. OSIYEMI; David O. OLANIYAN; Olalekan Rahman ADEBAYO; Iseoluwa Damilola ADAMOLEKUN; Taye Omolade ADEJOBI; Daborah A. ADEWALE; M. T. OLADELE; Iyabo Mosubusolan ADEBANJO

doi:10.5281/zenodo.20802104

Authors

Emmanuel S. OSIYEMI Department of Counselling Psychology and Educational Foundations, Tai Solarin University of Education, Ijagun, Nigeria Author
David O. OLANIYAN Department of Counselling Psychology and Educational Foundations, Tai Solarin University of Education, Ijagun, Nigeria Author
Olalekan Rahman ADEBAYO Department of Counselling Psychology and Educational Foundations, Tai Solarin University of Education, Ijagun, Nigeria Author
Iseoluwa Damilola ADAMOLEKUN Department of Educational Technology, School of Physical Sciences, Federal University of Technology, Akure Author
Taye Omolade ADEJOBI Psychology Guidance and Counselling Department, Federal College of Education Abeokuta Author
Daborah A. ADEWALE Department of Counselling Psychology and Educational Foundations, Tai Solarin University of Education, Ijagun, Nigeria Author
M. T. OLADELE Department of Childhood Education, Tai Solarin Federal University of Education, Ijagun, Ogun State, Nigeria Author
Iyabo Mosubusolan ADEBANJO Department of Childhood Education, Tai Solarin Federal University of Education, Ijagun, Ogun State, Nigeria Author

DOI:

https://doi.org/10.5281/zenodo.20802104

Keywords:

Examination Anxiety, Rational Emotive Behaviour Therapy, Cognitive Behavioural Therapy, University Undergraduates, Academic Performance

Abstract

This study investigates the effectiveness of Rational Emotive Behaviour Therapy (REBT) and Cognitive Behavioural Therapy (CBT) in reducing examination anxiety among university undergraduates in Ogun State, Nigeria. This study adopted a quasi-experimental research design,the population was all undergraduate students in Universities in Ogun State. experiencing moderate to high levels of test anxiety were randomly assigned to REBT, and CBT. Data were collected using the Test Anxiety Inventory (TAI) and analyzed with descriptive and inferential statistics. The instrument was validated by experts in counselling psychology and the reliability was confirmed using test-retest method and reliability index of 0.83 was obtained. The intervention lasted for eight weeks and involved structured therapeutic sessions focusing on cognitive restructuring, emotional regulation, relaxation techniques, and behaviour modification strategies. The results showed significant reductions in anxiety levels among students who received REBT and CBT interventions when the pre-test and post-test scores were compared. The study concludes that both REBT and CBT are effective therapeutic approaches for managing examination anxiety and recommends their integration into university counselling and academic support programs.

Word Count: 173