Thesis Abstract

Abstract
Anxiety, especially in academic settings, has been a prevalent issue affecting students' performance and well-being. This research project aims to investigate the effect of Rational Emotive Behaviour Therapy (REBT) on the level of general and examination anxieties among students. The study will focus on college students facing varying degrees of anxiety related to academic performance and examinations. The theoretical framework of this research is grounded in Albert Ellis's REBT, which posits that individuals' emotional and behavioral responses are influenced by their beliefs and thoughts. By challenging irrational beliefs and promoting rational thinking, REBT aims to alleviate emotional distress and improve overall psychological well-being. The application of REBT in educational settings has shown promising results in reducing anxiety levels and enhancing academic performance. A mixed-methods approach will be employed in this research, incorporating both quantitative and qualitative data collection methods. The sample population will consist of college students experiencing general and examination anxieties, with participants divided into experimental and control groups. The experimental group will receive REBT intervention, while the control group will not undergo any specific therapy during the study period. Quantitative data will be collected through standardized anxiety assessment scales administered before and after the intervention to measure changes in anxiety levels. Additionally, academic performance indicators such as grades and test scores will be analyzed to evaluate the impact of REBT on students' performance outcomes. Qualitative data will be gathered through interviews and self-report measures to gain insights into students' experiences with anxiety and the effectiveness of REBT in addressing their concerns. The results of this study are expected to contribute to the existing literature on anxiety interventions in educational settings, particularly focusing on the effectiveness of REBT in reducing general and examination anxieties among students. By exploring the impact of cognitive-behavioral interventions on students' well-being and academic performance, this research aims to provide valuable insights for educators, counselors, and mental health practitioners working with student populations.

Thesis Overview

An abundance of research has shown that large transactional distance between geographically dispersed learners and supporting staff in Open and Distance learning institutions contribute to students’ feelings of isolation, low self efficacy and reduced level of motivation which culminates to poor academic performance. This study, therefore, examined the impact of Rational Emotive Behaviour Therapy (REBT) in fostering self-efficacy amongst academically at-risk learners in National Open University of Nigeria (NOUN). A pre-test and post-test control group quasi experimental design with 2x2x2x2 factorial matrix was adopted for the study. Stratified random and Probability Proportional to Size sampling techniques (PPS) were used to draw one hundred and thirty-five respondents (Males=68; Females=67) with age range of between 22 and 51 years ( x =16.17; SD=1.01) from first-year NOUN undergraduates in South West geopolitical zone of Nigeria.

The experimental group was treated with nine sessions of one and half hour using REBT, while the control group was not treated. General SelfEfficacy (GSE) scale (r=0.81) was the outcome measure. Analysis of Covariance and t-test for independent samples were used to test the four null hypotheses at 0.05 alphas. The findings revealed that REBT was effective in fostering self-efficacy in the treated group (F (1,130) = 54.11, P