The Use of Mindfulness-Based Interventions in Reducing Test Anxiety Among Students in Nigerian Higher Education
Kadiri Hasan, Yunus Sulyman Ayinla, S. Sabirah, Yusuf Bola Tawakalitu
Journal of Islamic Education Thought and Development June 1, 2026 DOI: 10.67046/jietd.v1i2.69 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Quasi-experimental pretest-posttest control group design Peer reviewed |
|---|---|
| Sample size | 80 |
| Population | Undergraduate students with moderate to high test anxiety |
| Duration | 8-week intervention |
| Measures | Test Anxiety Inventory |
| Topics | Anxiety Meditation |
| Keywords | Education |
| Key findings | Mindfulness-based intervention significantly reduced test anxiety compared to control, with a large effect size, suggesting practical impact for enhancing emotional regulation in evaluative settings. |
Abstract
Test anxiety remains a significant psychological challenge among students in tertiary institutions, often interfering with academic performance, concentration, and emotional well-being. This study examined the effectiveness of a mindfulness-based intervention in reducing test anxiety among undergraduate students. A quasi-experimental pretest–posttest control group design was employed. Eighty students with moderate to high levels of test anxiety were selected through screening and randomly assigned to an experimental group (n = 40) and a control group (n = 40). The experimental group participated in an eight-week mindfulness-based intervention adapted from the Mindfulness-Based Stress Reduction (MBSR) model, while the control group continued with regular academic activities. Data were collected using the Test Anxiety Inventory and analyzed using descriptive statistics, paired samples t-tests, independent samples t-tests, and analysis of covariance (ANCOVA). Findings revealed a statistically significant reduction in test anxiety among students who participated in the mindfulness program compared to those in the control group (p < 0.05). The intervention demonstrated a large effect size, indicating substantial practical impact. The results suggest that mindfulness-based interventions can effectively enhance emotional regulation and reduce anxiety in evaluative academic settings. The study concludes that integrating structured mindfulness programs into tertiary education may serve as a valuable preventive and supportive strategy for addressing test anxiety and promoting student well-being.