Prof. A. N. Anyamene, C. C. Nwaimo


The studies reviewed showed that a lot has been done to the effectiveness of self-management and self-instruction techniques in handling different problems other than reducing test anxiety among secondary school students in the area. This study therefore sought to determine the relative effectiveness of self-management and self-instruction techniques in reducing test anxiety among secondary school students in Oji River Local Government Area of Enugu State. One research question guided the study and one null hypothesis were tested at 0.05 level of significance. The study adopted quasi-experimental pre-test–post-test group design. The population of secondary school students with test anxiety was 658. The sample for the study was 77 and purposive sampling technique was used in choosing two schools in the area of the study. The instrument used for measuring of students’ test anxiety is Test Anxiety Inventory (TAI) originally developed in 1980 by   Spiel Berger  but was further adapted in Nigeria by Oladimeji in 2005. Spiel Berger  in 1980 obtained  a alpha internal consistency reliability  co-efficient  of 0.88.  In Nigeria Oladimeji used   Pearson product moment statistical technique to obtain a co-efficient of reliability of  0.79. Mean scores was used in answering the research question and ANCOVA was used in testing the null hypothesis. The findings of the study showed that self-instruction technique is more effective than self-management in reducing test anxiety among students.    More so, there is no significant difference in the effectiveness of self-management and self-instruction techniques in reducing secondary school students’ test anxiety. Recommendations included that the use of both techniques should commence in full force in secondary schools to  reduce   students ’ test anxiety.


Effectiveness, self-management technique, self-instruction technique, test anxiety

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