EFFECTS OF STUDY-TIME MANAGEMENT TRAINING ON ACADEMIC TEST ANXIETY OF LOW-ACHIEVING IN-SCHOOL ADOLESCENTS IN KOGI STATE, NIGERIA

Abstract

The study was designed to investigate the effects of study-time management training on 
the academic test anxiety of low-achieving in-school adolescents in Kogi State, Nigeria. 
three objectives were generated. Three research questions were answered, and three null 
hypotheses were tested at the 0.05 significance level. The non-equivalent control group 
pretest and posttest quasi-experimental design involving treatment and control groups 
was used for the study. The target population for this study was all the low-achieving in
school adolescents in all the senior secondary schools in Kogi State. The researcher 
sampled two hundred and twelve (212) identified low-achieving senior secondary two 
(SSII) in-school adolescents from four intact classes drawn from co-educational Senior 
Secondary Schools in Kogi State. The sampled in-school adolescents were identified as 
low achievers based on their previous records in academic achievement. Instruments used 
for data collection were the Academic Test Anxiety Rating Scale (ATARS) and the 
Study-Time Management Training Programme. The data obtained from the 
administration of the instrument were organised and analysed using mean, standard 
deviation to answer research questions, and analysis of covariance (ANCOVA) to test 
hypotheses. The study revealed that low-achieving in-school adolescents exposed to 
study time management training experienced a significant reduction in academic test 
anxiety compared to those in the waitlisted control group. the study found that time 
management training significantly reduced academic test anxiety in both male and female 
low-achieving adolescents, with no significant gender differences in its effectiveness.