Evaluating the Impact of a Group Counselling Intervention on Anxiety Reduction Among Examination Candidates in Abuja Schools

Examination anxiety among secondary school candidates impairs performance and wellbeing, and evaluating the effectiveness of structured group counselling interventions in the Abuja school context generates evidence relevant to national counselling programme policy. This study evaluated the impact of a structured group counselling intervention on examination anxiety reduction among WAEC candidates in four secondary schools in Abuja Municipal Area Council, FCT. A pre-test post-test experimental design with random assignment to group counselling (n=40) or waitlist control (n=40) was employed. The 10-session group counselling programme integrated cognitive restructuring, relaxation training, study skills enhancement, and exam simulation exposure. The Test Anxiety Inventory was administered at pre-test, post-test, and 4-week follow-up. Results showed significant reduction in test anxiety in the experimental group between pre-test and post-test (t = 7.31, p < 0.001, Cohen's d = 2.06), with gains maintained at follow-up. No significant change was observed in the control group. Academic performance at the school-based mock examination showed a significant improvement in the experimental group compared to controls (p < 0.01). Participants rated the programme as highly acceptable (mean 4.6 out of 5). Counsellor fidelity ratings averaged 84 percent across sessions. The study recommends standardisation of this group counselling protocol for examination anxiety management in Abuja secondary schools and its evaluation across multiple geopolitical zones to establish generalisability. Keywords: examination anxiety, group counselling, intervention evaluation, Abuja, secondary school counselling