Volume 29, Issue 4, 2020
DOI: 10.53555/03276716.2020.914
Effect Of Cognitive Behaviour Therapy On Dynamics Anxiety Among Undergraduate Physics Education Students In Enugu State, Nigeria: Implication For Curriculum And Measurement And Evaluation Experts
Abstract
This study investigated the effect of Cognitive Behaviour Therapy (CBT) on dynamics anxiety among undergraduate Physics Education students in Enugu State, Nigeria, with a focus on the influence of gender. The study employed a quasi-experimental pretest–posttest control group design, involving a sample of 38 undergraduate Physics Education students randomly assigned to an experimental group, which received CBT, and a control group, which did not receive the intervention. Data were collected using the Anxiety Dynamics Questionnaire and analyzed using mean, standard deviation, and Analysis of Covariance (ANCOVA) at a 0.05 level of significance. The findings revealed that students exposed to CBT reported significantly lower dynamics anxiety compared to those in the control group, indicating that CBT is an effective intervention for reducing academic-related anxiety among physics education undergraduates. Gender was found to have no significant influence on anxiety levels, and the interaction effect of gender and interventions on anxiety was also not significant, suggesting that the intervention was equally effective for both male and female students. Based on these results, it is concluded that Cognitive Behaviour Therapy is a gender-neutral, evidence-based strategy for mitigating dynamics anxiety in higher education physics programmes. The study recommends the integration of CBT-based counselling services into university support systems to enhance students’ psychological wellbeing and academic performance.
Keywords
Cognitive Behaviour Therapy, Dynamics Anxiety, Undergraduate Students, Physics Education, Gender.