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
Postdoctoral fellow, School of Education Studies, Faculty of Education, University of the Free State, Bloemfontein, South Africa.
Department of Educational Foundations.
Medicine (Baltimore). 2020 Apr;99(17):e16406. doi: 10.1097/MD.0000000000016406.
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.
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.
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.
We concluded that CBT-music program has a significant benefit in improving the management of physics test anxiety among secondary school students.
本研究通过一般考试焦虑量表，确定了认知行为疗法（CBT）结合音乐对降低中学生物理考试焦虑的效果。
本研究采用前测后测随机对照试验的实验设计。来自尼日利亚埃努古州抽样中学的83名高中生（包括46名男生和37名女生）符合纳入标准，构成了研究的参与者。使用一份人口统计学调查问卷和一份48项的一般考试焦虑量表进行研究数据收集。将受试者随机分为治疗组和对照组。治疗组接受为期12周的CBT-音乐项目。此后，对治疗组的参与者在3个时间点进行评估。收集到的数据采用重复测量方差分析进行分析。
接受CBT-音乐干预项目的参与者在治疗后，其考试焦虑得分显著低于对照组的参与者。此外，在随访测量中，CBT-音乐组参与者的考试焦虑得分也显著低于对照组。因此，结果表明CBT结合音乐在降低中学生物理考试焦虑方面具有显著效果。
我们得出结论，CBT-音乐项目在改善中学生物理考试焦虑管理方面具有显著益处。
