SOURCE:

Faculty: Education
Department: Guidance And Counselling

CONTRIBUTORS:

Ogugua, G. U.
Anagbogu, M.A.

ABSTRACT:

The present study was conducted to determine the relative effectiveness of systematic desensitization and self-management techniques on pupils’ mathematics anxiety. Five research questions and five hypotheses guided the study. The study used a quasi-experimental design comprising three groups: Experimental I (Systematic Desensitization). Experimental II, (Self-Management) and, the control group (conventional counselling) by pre-test/post-test. The sample size consisted of one hundred and twenty five (125) primary five pupils drawn through purposeful sampling technique from three co-educational primary schools in Oshimili South Local Government Area of Delta State. Data were collected using a standardized instrument the ‘Abbreviated Mathematics Anxiety Scale’ (AMAS). The instrument had only nine items to suit the concentration span of the pupils and it was administered to both the experimental groups and control group before and after the experiments. The results from the instrument made up the pre-test and post-test scores. The data were analyzed using mean scores for research questions and the analysis of covariance (ANCOVA) was used in analyzing the data relating to the null hypotheses. The results of the study indicated that, systematic desensitization (SD) and self-management (SM) techniques had significant effects in reducing pupils’ mathematics anxiety. That self-management technique was more effective in reducing mathematics anxiety of female pupils than in the male pupils. The result also revealed that systematic desensitization had equal effects in reducing mathematics anxiety on both male and female pupils. Generally, self-management technique was more effective in the reduction of mathematics anxiety of pupils. Based on the findings of the study, it behoves on guidance counsellors to begin early to counsel pupils on the use of systematic desensitization and self-management techniques in helping pupils reduce the anxiety they witness when learning mathematics and to the school counsellors it becomes imperative that these techniques are incorporated as strategies in helping pupils reduce their anxiety for mathematics.