Improving Reading Skills and Achievement Motivation of Nigerian Primary School Students Using Cognitive Behavioral Therapy

Adaorah R. Onuorah; Anthonia Olunwa Aneke; Chiedu Eseadi

doi:10.1177/00219096241235299

Improving Reading Skills and Achievement Motivation of Nigerian Primary School Students Using Cognitive Behavioral Therapy

Adaorah R. Onuorah, Anthonia Olunwa Aneke, Chiedu Eseadi

Educational Psychology

University of Nigeria

Research output: Contribution to journal › Article › peer-review

Abstract

Studies have shown that reading difficulties and low achievement motivation have a negative impact on the learning outcomes of students. This research investigated the effectiveness of cognitive behavioral therapy (CBT) in improving the reading skills and achievement motivation of 70 primary school students in Southeast Nigeria. The experimental group received CBT treatment. The control group received normal classroom instruction. Data were analyzed using a 2 × 3 mixed design. The results showed that CBT improved students’ reading skills and achievement motivation. Thus, CBT can be used in the treatment of reading difficulties and low achievement motivation among primary school students.

Original language	English
Journal	Journal of Asian and African Studies
DOIs	https://doi.org/10.1177/00219096241235299
Publication status	Accepted/In press - 2024

Keywords

Achievement motivation
cognitive behavioral therapy
primary education
primary school pupils
reading skills

ASJC Scopus subject areas

Geography, Planning and Development
Development

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.1177/00219096241235299

Cite this

@article{bba6d4f04cfc488caf3fcdc25b58c4d7,

title = "Improving Reading Skills and Achievement Motivation of Nigerian Primary School Students Using Cognitive Behavioral Therapy",

abstract = "Studies have shown that reading difficulties and low achievement motivation have a negative impact on the learning outcomes of students. This research investigated the effectiveness of cognitive behavioral therapy (CBT) in improving the reading skills and achievement motivation of 70 primary school students in Southeast Nigeria. The experimental group received CBT treatment. The control group received normal classroom instruction. Data were analyzed using a 2 × 3 mixed design. The results showed that CBT improved students{\textquoteright} reading skills and achievement motivation. Thus, CBT can be used in the treatment of reading difficulties and low achievement motivation among primary school students.",

keywords = "Achievement motivation, cognitive behavioral therapy, primary education, primary school pupils, reading skills",

author = "Onuorah, {Adaorah R.} and Aneke, {Anthonia Olunwa} and Chiedu Eseadi",

note = "Publisher Copyright: {\textcopyright} The Author(s) 2024.",

year = "2024",

doi = "10.1177/00219096241235299",

language = "English",

journal = "Journal of Asian and African Studies",

issn = "0021-9096",

publisher = "SAGE Publications Ltd",

}

TY - JOUR

T1 - Improving Reading Skills and Achievement Motivation of Nigerian Primary School Students Using Cognitive Behavioral Therapy

AU - Onuorah, Adaorah R.

AU - Aneke, Anthonia Olunwa

AU - Eseadi, Chiedu

N1 - Publisher Copyright: © The Author(s) 2024.

PY - 2024

Y1 - 2024

N2 - Studies have shown that reading difficulties and low achievement motivation have a negative impact on the learning outcomes of students. This research investigated the effectiveness of cognitive behavioral therapy (CBT) in improving the reading skills and achievement motivation of 70 primary school students in Southeast Nigeria. The experimental group received CBT treatment. The control group received normal classroom instruction. Data were analyzed using a 2 × 3 mixed design. The results showed that CBT improved students’ reading skills and achievement motivation. Thus, CBT can be used in the treatment of reading difficulties and low achievement motivation among primary school students.

AB - Studies have shown that reading difficulties and low achievement motivation have a negative impact on the learning outcomes of students. This research investigated the effectiveness of cognitive behavioral therapy (CBT) in improving the reading skills and achievement motivation of 70 primary school students in Southeast Nigeria. The experimental group received CBT treatment. The control group received normal classroom instruction. Data were analyzed using a 2 × 3 mixed design. The results showed that CBT improved students’ reading skills and achievement motivation. Thus, CBT can be used in the treatment of reading difficulties and low achievement motivation among primary school students.

KW - Achievement motivation

KW - cognitive behavioral therapy

KW - primary education

KW - primary school pupils

KW - reading skills

UR - http://www.scopus.com/inward/record.url?scp=85188474968&partnerID=8YFLogxK

U2 - 10.1177/00219096241235299

DO - 10.1177/00219096241235299

M3 - Article

AN - SCOPUS:85188474968

SN - 0021-9096

JO - Journal of Asian and African Studies

JF - Journal of Asian and African Studies

ER -

Improving Reading Skills and Achievement Motivation of Nigerian Primary School Students Using Cognitive Behavioral Therapy

Abstract

Keywords

ASJC Scopus subject areas

UN SDGs

Access to Document

Other files and links

Fingerprint

New Asia and Africa Study Findings Have Been Reported by a Researcher at University of Nigeria (Improving Reading Skills and Achievement Motivation of Nigerian Primary School Students Using Cognitive Behavioral Therapy)

Cite this

Improving Reading Skills and Achievement Motivation of Nigerian Primary School Students Using Cognitive Behavioral Therapy

Abstract

Keywords

ASJC Scopus subject areas

UN SDGs

Access to Document

Other files and links

Fingerprint

Press/Media

New Asia and Africa Study Findings Have Been Reported by a Researcher at University of Nigeria (Improving Reading Skills and Achievement Motivation of Nigerian Primary School Students Using Cognitive Behavioral Therapy)

Cite this