Effect of rational emotive behaviour therapy on the level of general and examination anxieties among students
Table Of Contents
Chapter ONE
INTRODUCTION
- 1.1Introduction
- 1.2Background of Study
- 1.3Problem Statement
- 1.4Objective of Study
- 1.5Limitation of Study
- 1.6Scope of Study
- 1.7Significance of Study
- 1.8Structure of the Research
- 1.9Definition of Terms
Chapter TWO
LITERATURE REVIEW
- 2.1Overview of Rational Emotive Behavior Therapy (REBT)
- 2.2Historical Development of REBT
- 2.3Theoretical Framework of REBT
- 2.4Principles of REBT
- 2.5Applications of REBT
- 2.6Effectiveness of REBT
- 2.7REBT Techniques
- 2.8REBT in Educational Settings
- 2.9REBT for Anxiety Disorders
- 2.10Criticisms and Limitations of REBT
Chapter THREE
RESEARCH METHODOLOGY
- 3.1Research Design
- 3.2Sampling Techniques
- 3.3Data Collection Methods
- 3.4Data Analysis Procedures
- 3.5Ethical Considerations
- 3.6Research Instrumentation
- 3.7Validity and Reliability
- 3.8Research Limitations
Chapter FOUR
DATA PRESENTATION AND ANALYSIS
- 4.1Overview of General Anxiety and Examination Anxiety
- 4.2Prevalence of General Anxiety and Examination Anxiety
- 4.3Factors Contributing to General Anxiety and Examination Anxiety
- 4.4Impact of Anxiety on Academic Performance
- 4.5Interventions for General Anxiety and Examination Anxiety
- 4.6Role of REBT in Addressing Anxiety
- 4.7Case Studies
- 4.8Comparison with Other Therapeutic Approaches
Chapter FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
- 5.1Summary of Findings
- 5.2Discussion of Results
- 5.3Implications of the Study
- 5.4Recommendations for Practice
- 5.5Recommendations for Future Research
- 5.6Conclusion
Thesis Abstract
INTRODUCTION
An abundance of research has shown that large transactional distance between geographically dispersed learners and supporting staff in Open and Distance learning institutions contribute to students’ feelings of isolation, low self efficacy and reduced level of motivation which culminates to poor academic performance. This study, therefore, examined the impact of Rational Emotive Behaviour Therapy (REBT) in fostering self-efficacy amongst academically at-risk learners in National Open University of Nigeria (NOUN). A pre-test and post-test control group quasi experimental design with 2x2x2x2 factorial matrix was adopted for the study. Stratified random and Probability Proportional to Size sampling techniques (PPS) were used to draw one hundred and thirty-five respondents (Males=68; Females=67) with age range of between 22 and 51 years ( x =16.17; SD=1.01) from first-year NOUN undergraduates in South West geopolitical zone of Nigeria.
The experimental group was treated with nine sessions of one and half hour using REBT, while the control group was not treated. General SelfEfficacy (GSE) scale (r=0.81) was the outcome measure. Analysis of Covariance and t-test for independent samples were used to test the four null hypotheses at 0.05 alphas. The findings revealed that REBT was effective in fostering self-efficacy in the treated group (F (1,130) = 54.11, P
Thesis Overview
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