Abstract
Test anxiety has continued to affect the academic performance and emotional wellbeing of many Mathematics students in Nigerian teacher training institutions. This study investigated the effectiveness of Rational Emotive Behavior Therapy (REBT) in controlling test anxiety among NCE Mathematics students in Kwara State, Nigeria. The study adopted a quasi-experimental pretest-posttest non-equivalent control group design. The participants consisted of 75 NCE Mathematics students drawn from two Colleges of Education in Kwara State. The experimental group has 35 students, while 40 students were in the control group. Data were collected using a researcher-developed Mathematics Test Anxiety Questionnaire (MTAQ). The experimental group received REBT intervention for six weeks, while the control group continued with normal academic activities. Mean and standard deviation were used to answer the research questions, while t-test and Analysis of Covariance (ANCOVA) were used to test the hypotheses at 0.05 level of significance. The findings revealed no significant difference between the groups before intervention. However, REBT significantly reduced test anxiety among students in the experimental group after treatment. The study also found no significant gender difference in the effectiveness of the intervention. The study concluded that REBT is an effective strategy for reducing mathematics test anxiety among NCE students.