Effect of cognitive-behavioral therapy with music therapy in reducing physics test anxiety among students as measured by generalized test anxiety scale. Issue 17 (April 2020)

• Record Type: Journal Article
• Authors: Ugwuanyi, Christian S.; Ede, Moses O.; Onyishi, Charity N.; Ossai, Osita V.; Nwokenna, Edith N.; Obikwelu, Lauretta C.; Ikechukwu-Ilomuanya, Amaka; Amoke, Chijioke V.; Okeke, Agnes O.; Ene, Catherine U.; Offordile, Edmund E.; Ozoemena, Lilian C.; Nweke, Maduka L.
• Other Names: Tusconi. Massimo section editor.
• Is Part Of: Medicine. Volume 99:Issue 17(2020)
• Publication Date: 2020-04
• Subjects: cognitive-behavioral therapy -- music therapy -- test anxiety -- physics -- generalized test anxiety inventory; Medicine -- Periodicals; Medicine -- Periodicals; Médecine -- Périodiques; Geneeskunde; Medicine; Periodicals; Periodicals; 610.5
• DOI: 10.1097/MD.0000000000016406
• Languages: English
• ISSNs: 0025-7974

Abstract

Abstract: Background: The study determined the effect of cognitive-behavioral therapy (CBT) with music in reducing physics test anxiety among secondary school students as measured by generalized test anxiety scale. Methods: Pre-test post-test randomized control trial experimental design was adopted in this study. A total of 83 senior secondary students including male (n = 46) and female (n = 37) from sampled secondary schools in Enugu State, Nigeria, who met the inclusion criteria constituted participants for the study. A demographic questionnaire and a 48-item generalized test anxiety scale were used for data collection for the study. Subjects were randomized into treatment and control groups. The treatment group was exposed to a 12-week CBT-music program. Thereafter, the participants in the treatment group were evaluated at 3 time points. Data collected were analyzed using repeated measures analysis of variance. Results: The participants who were exposed to CBT-music intervention program significantly had lower test anxiety scores at the post-treatment than the participants in the control group. Furthermore, the test anxiety scores of the participants in the CBT-music group were significantly lower than those in the control group at the follow-up measure. Thus, the results showed a significant effect of CBT with music in reducing physics test anxiety among secondary school students. Conclusion: We concluded that CBT-music program has a significant benefit in improving the management of physics test anxiety among secondary school students.