scholarly works
Permanent URI for this collectionhttps://repository.ui.edu.ng/handle/123456789/466
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Item Effective interventions of self-efficacy training in the reduction of test anxiety of student nurses in Ogbomosho north local government, Oyo state, Nigeria(Departement of Ecnomics, University of Maiduguri, 2013-06) Ogundokun, M.O.; Akanbi, S.T."This study investigated the effectiveness of self-efficacy training in reducing test anxiety among student nurses. Fifty-one final year students of school of Nursing Ogbomoso, Oyo State, Nigeria were used for the study. The research adopted the 2x2 quasi experimental design and the major instruments used for the study were Sarason Text Anxiety Scale and the usual class achievement tests. The data were analyzed with the aid of Analysis of Variance (ANOVA). The findings indicate that the participants exposed to self-efficacy training showed a significant improvement in their academic performance than those in control group. Also, it was found that test anxiety when not properly managed has a significant negative effect on academic performance of students and that there are interactions effects between test anxiety and self-efficacy on the academic performance of the participant. It is recommended that self-efficacy strategies should be used for the treatment of test anxiety either for diminishing the crippling effects of test anxiety or to teach students how to utilize the anxiety to their advantage. "Item Learning style, school environment and test anxiety as correlates of learning outcomes among secondary school students(Ife Center for Psychological Studies and Psychologia (Ghana) Ltd, 2011) Ogundokun, M.O."The study investigated learning styles, school environment and test anxiety as predictors of learning outcomes among secondary school students. The participants were three hundred senior secondary two students randomly selected from randomly selected secondary schools in Iseyin Local Government Area of Oyo State. Their age ranged between 12 and 19 years with mean age of 15.4 years and the standard deviation of 4.56. The participants were administered four valid and reliable instruments to assess the predictors of learning outcomes among the students (learning styles, school environment and test anxiety). Pearson’s Product Moment Correlation and Multiple regression analysis were used to analyse the data. The result demonstrated that learning styles, school environment and test anxiety jointly predicts the learning outcomes but test anxiety is the most potent predictor of learning outcomes. The implications of the findings for educational and counselling practice were highlighted. "