Effects of Cognitive Restructuring and Systematic Desensitization Techniques on Students’ Mathematics Anxiety in Senior Secondary Schools in Gombe Metropolis, Gombe State

Abstract

This study examined the effects of cognitive restructuring technique and systematic desensitization technique on students’ mathematics anxiety in senior secondary schools in Gombe Metropolis, Gombe State, Nigeria. A quasi-experimental design of non-equivalent pretest-posttest control group design was adopted. The target population was 5780 SS2 students in Gombe State out of which 146 students were drawn as sample. Three schools were purposefully selected for the study. The selected schools were assigned randomly into experimental groups and control group. Since treatment was done in group, an intact SS2 class was randomly selected in each of the groups. The experimental group were given seven weeks cognitive restructuring and systematic desensitization techniques while those in the control group were taught with the conventional method. Data was collected using the Students’ Mathematics Anxiety Questionnaire (SMAQ). The study’s findings revealed a significant effect of cognitive restructuring technique (F = 8.324, p = .005), a significant effect of systematic desensitization technique on mathematics anxiety among students (F = 637.605, p = .000) and a significant combined effects of cognitive restructuring and systematic desensitization techniques on mathematics anxiety among students (F = 406.025, p = .000). Both techniques were effective in the reduction of mathematics anxiety among the participants. Recommendation was made based on the findings of the study that counsellors should cognitive restructuring technique and systematic desensitization technique in addressing students’ mathematics anxiety.