Project Abstract

Abstract
This study aimed to investigate the effect of Rational Emotive Behaviour Therapy (REBT) on the level of general and examination anxieties among students. Anxiety, particularly related to exams, is a common issue experienced by students worldwide and can significantly impact academic performance and overall well-being. In this research, a sample of students was selected and divided into two groups an experimental group that received REBT sessions and a control group that did not receive any intervention. The study employed standardized anxiety assessment tools to measure the levels of general anxiety and examination anxiety before and after the intervention. The findings of the study revealed a significant reduction in both general anxiety and examination anxiety levels among students who underwent REBT sessions compared to those in the control group. The results indicated that REBT was effective in decreasing anxiety symptoms and enhancing the students' ability to cope with stressors, particularly those related to academic evaluations. Through the cognitive restructuring techniques and emotional regulation strategies taught in REBT sessions, students were able to challenge irrational beliefs and develop healthier thought patterns, leading to a decrease in overall anxiety levels. Furthermore, the study highlighted the importance of addressing anxiety issues among students, as untreated anxiety can impair cognitive functions, hinder academic performance, and contribute to long-term mental health challenges. By providing students with tools to manage and reduce anxiety, interventions like REBT can have a positive impact on academic outcomes and overall well-being. In conclusion, the results of this study support the efficacy of Rational Emotive Behaviour Therapy in reducing general and examination anxieties among students. The findings underscore the importance of incorporating evidence-based therapeutic interventions into educational settings to support students' mental health and academic success. Future research could explore the long-term effects of REBT on anxiety levels and academic performance, as well as the potential benefits of integrating such interventions into school curricula to promote mental wellness among students.

Project Overview

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