EFFECT OF COGNITIVE RESTRUCTURING THERAPY ON SECONDARY SCHOOL STUDENTS’ NEGATIVE ATTITUDE TOWARDS LEARNING MATHEMATICS IN OSHIMILI SOUTH L.G.A OF DELTA STATE

Prof. A. N. Anyamene (PhD), G. U. Ogugua (PhD)

Abstract


This study investigated the Effect of Cognitive Restructuring Therapy on secondary school students’ negative Attitude towards learning Mathematics in Oshimili South L.G.A of Delta State. Two research questions and two hypotheses guided the study. The design of the study was a quasi-experimental, pretest posttest, involving one treatment group and control group. The sample consisted of 121 SS II students, 56 males and 65 females from four public schools with the highest number of students with negative attitudes towards learning Mathematics. These schools were randomly assigned to experimental and control groups. The instrument adapted for this study was the Test of Mathematics Related Attitudes (TOMRA) and Cognitive Restructuring treatment Package. The treatment groups were exposed to cognitive restructuring treatment package while the control group received placebo programme. The data obtained were analysed using mean for research questions and ANCOVA for the hypotheses. All the null hypotheses were tested at 0.05 probability levels. Results showed that Cognitive Restructuring significantly enhanced the Mathematics attitude of students found to have negative attitudes towards learning Mathematics. The null hypothesis of no significant difference in the post-test Mathematics attitude mean scores of male and female students treated with CRT was rejected. Based on the findings it was recommended that workshops and seminars should be organized in schools to train teachers on how to use cognitive restructuring therapy in the classroom to improve students’ attitude towards learning Mathematics.


Keywords


Cognitive Restructuring Therapy, Mathematics, Attitudes, Gender, Secondary school

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