There is yet a concerted effort directed to ameliorate mathematics anxiety (MA) among deaf learners especially in Nigeria. Hence, this study examined the effects of rational emotive behavioural and relaxation therapies on MA among deaf learners. The study adopted the quantitative quasi-experimental research design. A purposive sampling method was adopted to select three schools for the deaf in Oyo state. A random sampling procedure was employed to select 60 deaf learners who were assigned to two experimental groups and the control group. The Mathematics Anxiety Scale was used to screen participants, while a Mathematics Achievement Test was used for data collection. Data gathered were analysed using analysis of covariance and a descriptive chart. Findings revealed the efficacy of the two therapeutic interventions on the reduction of MA among the participants. The estimated mean difference between the treatments (rational emotive behavioural therapy = 5.537; relaxation therapy = 3.867) and control groups (1.670) showed higher potency of rational emotive behavioural therapy for reduction in MA among deaf learners than relaxation therapy. Based on the findings, it is important that mathematics teaching environment should be rich with tangible instructional materials that speak specifically to the emotion and cognitions of deaf learners.

中文翻译：

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理性情绪行为和放松疗法对聋哑学习者数学焦虑的影响

人们仍在共同努力改善聋哑学习者的数学焦虑（MA），特别是在尼日利亚。因此，本研究探讨了理性情绪行为和放松疗法对聋哑学习者 MA 的影响。该研究采用定量准实验研究设计。采用有目的抽样方法在奥约州选择了三所聋人学校。采用随机抽样程序选择了 60 名聋哑学习者，他们被分配到两个实验组和对照组。数学焦虑量表用于筛选参与者，而数学成绩测试用于数据收集。使用协方差分析和描述性图表对收集的数据进行分析。研究结果揭示了两种治疗干预措施对减少参与者 MA 的功效。治疗组（理性情绪行为疗法 = 5.537；放松疗法 = 3.867）和对照组（1.670）之间的估计平均差异表明，理性情绪行为疗法对于减少聋哑学习者的 MA 的效力比放松疗法更高。根据研究结果，重要的是数学教学环境应富含有形的教学材料，专门针对聋哑学习者的情感和认知。