Effectiveness of Cognitive Behavioural Guidance Techniques on Reducing Test Anxiety Among Secondary School Students in Akwa Ibom State

Test anxiety is a widespread impediment to academic performance among Nigerian secondary school students, particularly in the lead-up to high-stakes national examinations such as the West African Senior School Certificate Examination. This study evaluated the effectiveness of cognitive behavioural guidance techniques in reducing test anxiety among secondary school students in Akwa Ibom State, South South Nigeria. An experimental design with pre-test and post-test control group structure was adopted. A total of 80 students identified with high test anxiety through the Test Anxiety Inventory (TAI) were randomly assigned to experimental and control groups. The experimental group received eight weekly cognitive behavioural guidance sessions facilitated by trained school counsellors, while the control group received no intervention. Post-intervention data were analysed using analysis of covariance (ANCOVA). Results revealed a statistically significant reduction in test anxiety scores among students in the experimental group compared to the control group. Improvements were noted across cognitive, emotional, and somatic dimensions of test anxiety. Gender did not moderate the effectiveness of the intervention. The study concluded that structured cognitive behavioural guidance sessions are viable and effective within the Nigerian secondary school setting. Recommendations were made for training school counsellors in evidence-based cognitive behavioural techniques and for embedding structured anxiety management programmes into pre-examination guidance activities. Keywords: test anxiety, cognitive behavioural techniques, secondary school, Akwa Ibom State, counselling intervention.