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All Journal International Journal of Educatio Elementaria and Psychologia Scientechno: Journal of Science and Technology
Yassine Belhassen
University of Tunis
Education Other

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EFFICACY OF A MINDFULNESS-BASED COGNITIVE THERAPY (MBCT) INTERVENTION FOR TEST ANXIETY IN PRIMARY SCHOOL STUDENTS Yassine Belhassen; Hana Ben Romdhane; Amine Ali
International Journal of Educatio Elementaria and Psychologia Vol. 3 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v3i2.3097

Abstract

Test anxiety is a common challenge among primary school students, often impacting their academic performance and well-being. Mindfulness-Based Cognitive Therapy (MBCT) has shown promise in managing anxiety-related disorders, but its efficacy in reducing test anxiety in primary school students remains underexplored. This study aims to evaluate the effectiveness of an MBCT intervention in reducing test anxiety among primary school students and improving their academic performance. A randomized controlled trial design was used, with 60 students assigned to either the MBCT intervention group or a control group. The MBCT program consisted of 8 weekly sessions, focusing on mindfulness practices, cognitive restructuring, and stress reduction techniques. Pre- and post-intervention assessments were conducted using the Test Anxiety Inventory (TAI) and academic performance records. The results showed a significant reduction in test anxiety scores for the intervention group compared to the control group (p < 0.05). Additionally, students in the MBCT group demonstrated improved academic performance, particularly in subjects where test anxiety had previously hindered their progress. These findings suggest that MBCT is an effective intervention for managing test anxiety in primary school students, contributing to both emotional well-being and academic success. Future studies should explore the long-term impact of MBCT and its applicability to other student populations.
Blended Learning Models in the Post-Pandemic Era: Redefining Classroom Instruction and Online Learning Integration Suryaningsih Suryaningsih; Yassine Belhassen
Scientechno: Journal of Science and Technology Vol. 3 No. 3 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/scientechno.v3i3.1743

Abstract

BackgroundThe COVID-19 pandemic has catalyzed a significant shift in education, highlighting the need for flexible learning environments. As educational institutions transition to post-pandemic settings, blending traditional classroom instruction with online learning has become essential. Service learning, which combines community service with academic instruction, offers an innovative approach to enhance student engagement and learning. Integrating service learning into blended learning models can provide students with real-world experiences while developing both cognitive and social skills. ObjectiveThis study aims to explore how integrating service learning into blended learning models can redefine classroom instruction and online learning in the post-pandemic era. Specifically, it investigates the effectiveness of this integration in fostering student engagement, critical thinking, and civic responsibility. MethodologyA mixed-methods approach was employed, involving a survey of 300 students and interviews with 20 instructors from five universities. Data were analyzed to assess changes in students' cognitive and social skills, as well as their perceptions of the integration of service learning with blended learning formats. ResultsThe findings show that students in the integrated service learning and blended learning model demonstrated increased engagement, improved problem-solving skills, and greater awareness of social issues. Furthermore, instructors reported positive experiences in combining both instructional methods. ConclusionIntegrating service learning with blended learning models significantly enhances student engagement and learning outcomes in higher education. This approach is particularly valuable in the post-pandemic era, where flexible, hybrid learning environments are essential.
Co-Authors Amine Ali Hana Ben Romdhane Suryaningsih Suryaningsih