Effect of Modelling Technique on Test Anxiety Among Secondary School Students in Anambra State

Authors: Francisca Uju Udeagha; Kizito Arinze Agha; Didacus Chima Ilo; Rejoice Kodichukwumma Ikenwa; Christopher Onyema Odo

Affiliation: Department of Guidance and Counselling, Faculty of Education, Nnamdi Azikiwe University, Awka Anambra State Nigeria

Corresponding Author: [email protected]

July 3, 2026

SIAR-Global Journal of Arts & Humanities

Zenodo DOI: 10.5281/zenodo.21161910

Crossref DOI: 10.66694/siar.gjah20262001

Effect of Modelling Technique on Test Anxiety Among Secondary School Students in Anambra State

Research Article Arts & Humanities

Abstract

Test anxiety is a prevalent psychological condition that negatively impacts academic performance, self-efficacy, and psychological well-being among secondary school students. The limited effectiveness of conventional approaches in mitigating test anxiety prompted the investigation of innovative techniques in this study. The purpose of this study was to determine the effect of modelling technique in reducing test anxiety among secondary school students in Awka South Local Government Area of Anambra State, Nigeria. Specifically, the study sought to: ascertain the effect of modelling technique in reducing test anxiety of secondary school students compared with a control group using pre-test and post-test mean scores; and determine the differential effectiveness of modelling technique in reducing test anxiety between male and female secondary school students using pre-test and post-test mean scores. The study adopted a quasi-experimental research design, specifically a non-randomized pre-test, post-test control group design. The population comprised 580 Senior Secondary School 1 and 2 (SS1 and SS2) students in the 16 government-owned secondary schools in Awka South Local Government Area, Anambra State. The sample consisted of 154 students (70 males and 84 females) identified as test anxious from three government-owned co-educational secondary schools in the area. Participants were assigned to experimental and control groups. Data were collected using an adopted Spielberger Test Anxiety Inventory (TAI). The internal consistency reliability of the instrument was established using Cronbach’s alpha. The experimental group received an 8-week behavioural modelling intervention, while the control group received conventional counselling. Mean scores were used to answer the research questions, and Analysis of Covariance (ANCOVA) was used to test the null hypotheses at a 0.05 level of significance. The findings revealed that modeling technique was effective in reducing test anxiety among secondary school students. Furthermore, the results indicated that modelling technique was more effective in reducing test anxiety among male than female students. Based on the findings, it is recommended that guidance counsellors in secondary schools adopt modelling technique to address test anxiety. Additionally, schools should develop awareness and psychoeducational programs for parents to enhance their understanding of test anxiety and enable them to support their children through appropriate routines, supervision, and positive learning environments.

Keywords

test, test anxiety, modelling, secondary school students

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Francisca Uju Udeagha; Kizito Arinze Agha; Didacus Chima Ilo; Rejoice Kodichukwumma Ikenwa; Christopher Onyema Odo (2026). Effect of Modelling Technique on Test Anxiety Among Secondary School Students in Anambra State. SIAR-Global Journal of Arts & Humanities, Vol. 2, No. 2. DOI: 10.5281/zenodo.21161910

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Effect of Modelling Technique on Test Anxiety Among Secondary School Students in Anambra State

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