Efficacy of Cognitive Drill Therapy in Managing test Anxiety of Students

Background: Cognitive Drill Therapy (CDT) involves verbal exposure to the conditioned stimuli including feared consequences by changing the time perspective in conditions of excessive, unreasonable and irrational fears. Test anxiety is a common feature in students particularly those who appear in competitive examinations. Aim: In the present study, we explored the role of cognitive drill therapy in test anxiety of students. Method: A sample of 100 young students participating in coaching for engineering examinations was sampled through purposive sampling. The sample was further allocated to two groups: Group-I: Study Group (n=50) and Group-II: Control Group (n=50). Cognitive Drill Therapy was applied to Group-I and no intervention was given to Group-II. Both the groups were assessed on Test Anxiety Questionnaire at baseline and at termination of the cognitive drill therapy. A 2×2 repeat measure design was used. Results: The analysis of data revealed that there was no change in control group on pre-post status whereas the test anxiety score of study group dropped significantly. Conclusion: Cognitive Drill Therapy can be considered as a viable and efficacious intervention for dealing with test anxiety in students.