Abstract
In an examination-oriented culture, test anxiety becomes a vital hindrance among students, leading to them developing a false belief concerning their innate capabilities. By implementing cognitive behavioral group therapy, students will develop a positive outlook and reduce test anxiety. The present study was aimed at examining the effectiveness of cognitive behavioral group therapy in alleviating test anxiety among primary school students. The study employed one-group pretest-posttest design. The sample of this study consists of forty (n=40) primary school students. Before cognitive behavioral group therapy, respondents completed the Westside Test Anxiety Scale (Driscoll, 2004). Respondents participated in four sessions of cognitive behavioral group therapy. Afterwards, the Westside Test Anxiety Scale was administered as a post-test. Findings revealed a reduction in test anxiety scores among the respondents who have received cognitive behavioral group therapy. Based on these findings, training of this paradigm should be implemented at primary school level as a preventative initiative to alleviate student test anxiety. The results of the present study are encouraging and should be re-examined with a larger sample size.
Highlights
For the past few years, several previous works been concentrated in investigating test anxiety among students in tertiary education (Karjanto & Yong, 2015; Saravanan, Kingston & Gin, 2014; Vitasari, Wahab, Othman, Herawan & Sinnadurai 2010)
Due to the lack of number of studies involves children, the present study aimed to analyze the efficiency of cognitive behavioral group therapy in alleviating test anxiety among primary school students
This study investigated the effectiveness of cognitive behavioral group therapy in reducing test anxiety among primary school students
Summary
"I panicked and almost forgot what I had learned when I was in the examination hall". The fear of exam tests affects functional cognition, and harms academic achievement. For the past few years, several previous works been concentrated in investigating test anxiety among students in tertiary education (Karjanto & Yong, 2015; Saravanan, Kingston & Gin, 2014; Vitasari, Wahab, Othman, Herawan & Sinnadurai 2010). Test anxiety is a notable issue among students in various educational contexts. It is a universal factor negatively affecting students’ academic achievement. This critical complex dimension associates individual cognitive and emotion distinction with behavioral response. Various detrimental factors associated with test anxiety may occur before, during and after any examination. A study by Khosravi, Ostovar, Azami (2012) discovered that teacher expectation, family environmental elements and the students' own personalities are factors related to test anxiety
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