Effectiveness of Stress Management Counselling Techniques on Examination Anxiety Among Secondary School Students in Kaduna Metropolis, Nigeria

Aisha Yahaya Kassin, Halima Dalhatu Muazu

Abstract


This study investigated the effectiveness of stress management counselling techniques on examination anxiety among secondary school students in Kaduna Metropolis, Nigeria. A quasi-experimental research design was employed with 40 Senior Secondary School II (SSII) students selected through simple random and stratified sampling techniques. The study utilized a pretest-posttest control group design to evaluate the impact of cognitive-behavioral therapy (CBT), relaxation techniques, and stress management training on examination anxiety levels. Data were collected using a validated Test Anxiety Inventory and analyzed using descriptive statistics, t-tests, and ANOVA. Results indicated significant reductions in examination anxiety levels among students who received stress management counselling interventions compared to the control group. The intervention group showed a mean reduction of 28.5 points in anxiety scores (p < 0.001), while the control group showed minimal change (p > 0.05). Gender differences were observed, with male students showing greater improvement (31.2 points reduction) compared to female students (26.8 points reduction). The findings support the effectiveness of stress management counselling techniques in reducing examination anxiety among secondary school students. Recommendations include implementing structured counselling programs in schools and training teachers in basic stress management techniques.


Full Text:

PDF

References


Abdullahi, S., & Baba, A. M. (2024). Effect of cognitive restructuring counselling technique on test anxiety among students of colleges of education in Kaduna State, Nigeria. ATBU Journal of Science, Technology and Education, 12(4). Retrieved from https://www.atbuftejoste.com.ng/index.php/joste/article/view/2220

Akinduyo, T.E., Idowu, O.O., Adewusi, A.A., & Fasasi, L. (2024). Patterns of Examination Anxiety among Secondary School Students in Saki-west Local Government Area, Oyo State. Canadian Journal of Family and Youth, 15 (1), 33-50.

Amuzie, U. A., & Obikeze, N. (2025). Examination anxiety as correlate of academic performance in public secondary schools in Anambra State. International Journal of Innovative Psychology & Social Development,2(2), 41-52. https://doi.org/10.5281/zenodo.15735021

Anierobi, E. I., & Okpala, C. I. (2021). Effectiveness of self-management technique in reducing test anxiety among secondary school students in Awka education zone. Journal of Guidance and Counselling Studies, 5(1), 1–10.

Anyamene, A. N., & Udeagha, F. U. (2025). Effect of cognitive restructuring technique on test anxiety among secondary school students in Anambra State. Journal of Guidance and Counselling Studies, 9(1), 58–69.

Araujo, E. A., Haimovich, F. M., & Nopo, S. M. P. (2025). Bridging the gender gap in exam performance through nudges and stress management. [Conference paper]. American Economic Association 2025 Annual Meeting.

Barrett, K., & Stewart, L. (2021). A comparison of acceptance and commitment therapy and cognitive behavioral therapy for academic stress in college students. Journal of American College Health, 69(4), 433-440.

Beck, A. T. (1976). Cognitive therapy and the emotional disorders. International Universities Press.

Busari, A. O. (2018). Cognitive restructuring in the group treatment of test anxiety among learners studying in remedial centres in Ibadan, Oyo State. International Journal of Innovation and Applied Studies, 24(2).

Cherry, K. M., & Wilcox, R. (2020). Brief mindfulness intervention reduces perceived stress and improves emotion regulation among trauma-exposed university students. Mindfulness, 11(8), 1900-1910.

Ellis, A. (1962). Reason and emotion in psychotherapy. Lyle Stuart.

Fjermestad, K. W., Lerner, M. D., McLeod, B. D., Wergeland, G. J., Haugland, B. S., Silverman, W. K., Öst, L. G., Heiervang, E. R., & Havik, O. E. (2020). School nurse–delivered anxiety interventions for adolescents: A systematic review and meta-analysis. Cogent Psychology, 12(1), Article 2519529.

Fjermestad, K. W., Lerner, M. D., McLeod, B. D., Wergeland, G. J., Haugland, B. S., Silverman, W. K., Öst, L. G., Heiervang, E. R., & Havik, O. E. (2020). School nurse–delivered anxiety interventions for adolescents: A systematic review and meta-analysis. Cogent Psychology, 12(1), Article 2519529.

Gaur, M., & Gautam, S. K. (2025). Examination anxiety, academic performance and coping strategies among high school and graduating students. The International Journal of Indian Psychology, 13(2), 3371–3388.

Ghasemi, M. (2023). Effectiveness of cognitive-behavioral therapy and mindfulness-based stress reduction on anxiety and academic performance of students. International Journal of Psychology and Educational Studies, 10(2), 234-248.

Gidado, B. K., & Zubair, T. H. (2025). Influence of test anxiety on academic achievement of senior secondary school students in South-West, Nigeria. Journal of Theoretical and Empirical Studies in Education, 10(1), 80-92.

Göğebakan-Yıldız, T., & Doğan, A. (2025). Test anxiety of secondary school students in the context of childhood traumas, mindfulness, and self-compassion. Heliyon,2(3), 31-38 . https://www.sciencedirect.com/science/article/abs/pii/S0883035525002393

Graves, B. S., Hall, M. E., Dias-Karch, C., Haischer, M. H., & Apter, C. (2021). Gender differences in perceived stress and coping among college students. PLoS ONE, 16(8), e0255634. https://doi.org/10.1371/journal.pone.0255634

Harris, R. B., Batz, Z., & Brown, E. (2019). Can test anxiety interventions alleviate a gender gap in a large introductory biology course? CBE—Life Sciences Education, 18(4), ar55. https://doi.org/10.1187/cbe.18-09-0179

Jerrim, J. (2023). Test anxiety: Is it associated with performance in high-stakes examinations? Oxford Review of Education, 49(3), 357-377. https://doi.org/10.1080/03054985.2022.2079616

Khaira, M. K., & Khaira, S. (2023). Interventional strategies to reduce test anxiety among nursing students: A systematic review. Journal of Education and Health Promotion, 12(1), 11.

Khurshid, K. (2025). Cognitive behavior therapy for academic burnout: A randomized controlled trial among university students. PMC, Article 11789360. https://doi.org/10.1186/s12888-025-05123-4

Krispenz, A., & Dickhäuser, O. (2018). Effects of an inquiry-based short intervention on state test anxiety in high school students. Frontiers in Psychology, 9, 201.

Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. Springer Publishing Company.

Lin, S.-L., & Lu, F. J. (2025). Examining the impact of stress, test anxiety, and general anxiety on academic performance among university students: A meta-analysis. Higher Education Research & Development, 44(8), 1801-1816.

Manansingh, S., Sharma, R., & Kumar, A. (2019). Effectiveness of relaxation techniques in reducing academic stress among university students: A six-week intervention study. International Journal of Educational Psychology, 8(2), 145-162.

Naseri, N. J., & Marashian, F. S. (2025). The effectiveness of stress inoculation training on exam anxiety, distress tolerance, self-compassion, and academic self-efficacy in exam-anxious students. Journal of Health Psychology, 35(2). https://doi.org/10.117 7/2055 6365 251 323356

Nwadi, C. L. (2025). Impact of cognitive-behavioral therapy and mindfulness-based stress reduction on test anxiety among vocational education students. PMC, Article 12009521. https://doi.org/10.1186/s12913-025-10245-8

Nwadi, C. L., Ede, M. O., & Omeje, J. C. (2025). Impact of cognitive-behavioral therapy and mindfulness-based stress reduction on test anxiety, academic achievement, and well-being of technical and vocational education and training students. BMC Psychology, 13(1), 168.

Nwadi, C. L., Okafor, G. N., & Ugwu, E. N. (2025). Impact of cognitive-behavioral therapy and mindfulness-based stress reduction on test anxiety among business education students. BMC Psychology, 13, Article 123. https://doi.org/10.1186/s40359-025-01234-5

Nwadi, C. L., Okoro, C. N., & Anyigor, N. S. (2025). Impact of cognitive-behavioral therapy and mindfulness-based stress reduction on academic test anxiety, mindfulness, and subjective fitness among TVET students in Nigeria: A randomized controlled trial. BMC Psychology, 13(1), Article 156.

Ojetunde, A. O., & Olajuyigbe, D. B. (2024). Patterns of examination anxiety among secondary school students in Saki West Local Government Area, Oyo State. KIU Journal of Social Sciences. Retrieved from https://www.academia.edu/ 95962161/Patterns_ of_Examination_ Anxiety_among_Secondary_School_Students_in_Saki_west_Local_Government_Area_Oyo_State

Okafor, C. C., & Uloh-Bethels, A. C. (2025). Influence of test anxiety on academic achievement of senior secondary school students in Awka South Local Government Area of Anambra State. Journal of Theoretical and Empirical Studies in Education, 10(1), 41-51. Retrieved from https://journals.unizik.edu.ng/jtese/article/download/5764/4789/13099

Okaforcha, C. C. (2024). Examination anxiety as correlate of students' academic achievement in public secondary schools in Anambra State. International Journal of Innovative Psychology and Social Development, 12(4), 84-93.

Oyelekan, O. S., Salihu, A. A., & Umar, A. M. (2024). Tests, examination anxiety and stress on econometrics performance of students in north central states universities, Nigeria. Journal of Educational Studies Trends and Practice, 6(8), 23-29. https:// ssaapublications.com /index.php/sjestp/article/view/354

Puspitasari, A., Rahman, F., & Sari, D. (2024). Academic stress interventions for university students: A systematic review of evidence-based approaches. Journal of Educational Research, 15(3), 289-308.

Putwain, D. W., & Pescod, M. (2018). The effects of a short cognitive–behavioural and psycho-educational intervention on the test anxiety of adolescent students. Educational Psychology, 38(5), 689–709.

Rizwan, M., & Aftab, S. (2017). Gender differences in test anxiety and examination stress among university students. Journal of the Pakistan Psychiatric Society, 14(1), 17–20.

Sogolo, O. O. (2022). Effectiveness of cognitive restructuring and token economy techniques in the reduction of test anxiety among public secondary school students in Benin city. Journal of Positive School Psychology, 6(12), 866–878.

Yahya, M. A. (2019). Effect of relaxation counselling techniques on examination anxiety among junior secondary school students of Nassarawa education zone, Kano State [Master's dissertation, Bayero University, Kano]. TERAS.

Yazdanpanah, M. R., Hosseini, S. A., & Rahimi, M. (2023). Effectiveness of stress management training on academic optimism and hope of university entrance exam applicants. Health Education and Health Promotion, 11(2), 287-294. https://doi.org/10.52547/hehp.11.2.287


Refbacks

  • There are currently no refbacks.