THE THERAPEUTIC EFFECT OF GROUP COUNSELLING ON

STUDY HABIT OF SECONDARY SCHOOL STUDENTS

BY

OLAKITAN OLALEYE COKER

M.ED GUIDANCE AND COUNSELLING

NOU194033032

A THESIS WRITTEN IN THE SCHOOL OF EDUCATION IN

PARTIAL FULFILMENT OF THE REQUIREMENT FOR THE
AWARD OF MASTER IN GUIDANCE AND COUNSELLING OF
THE NATIONAL OPEN UNIVERSITY OF NIGERIA

MAY, 2023

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 CHAPTER ONE

Introduction

1.1 Background Study

The value of education in the history of man is well understood. As a lifelong, ongoing process,
education encompasses the entire developmental spectrum, from infancy to maturity. All factors
influencing human personality are included in its effects.

One indicator of a society's ability to continue its daily operations is the quality of its educational
system. In secondary schools, a variety of behaviors can be seen, such as athletic, labor, and
academic pursuits. One of the reasons people go to school is to learn new information that they
may then use to solve problems or make decisions. However, the primary factors influencing
cognitive growth in the environment of the school are the academic activities provided by the
educational system. Any institution's ability to create high-caliber students is mostly a function
of the caliber or excellence of its academic programs. Many scholars believe that student
attitudes are an important component to take into account while analyzing and explaining the
student academic acquirement. (Köğce et al., 2009; Owan and Robert, 2019).

Over the past 50 years, the Nigerian educational system has undergone significant change
so as to bring a system that is useful to the country and the global community and aims to
foster self-reliance in people who can make significant contributions to the domestic and
global economy. However, studies have showed that more than a million Nigerian students'
educational careers are in danger. (Agina-Obu & Amakiri, 2011; Otti, 2011). According to
statistics, which shows that about 80 percent of students failed annually. The West African
Examination Council announced that 83 percent of candidates that sat for exam failed the
Senior Secondary Examination of May/June 2008. Similarly, the 2009 June/July Senior
School Certificate Examination (SSCE) of the National Examination Council (NECO) has
revealed that some 89 percent of the 1.2 million candidates who registered for the
examination failed according to (Alaneme 2010).

Every country's economy is seen to be supported by education, which also serves to intellectually
and morally empower young people. A tool for promoting national development is secondary

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education. Additionally, it promotes the value of the person and the growth of society at large.
The National Policy on Education (NPE), which outlines the Federal Government of Nigeria's
basic objectives for secondary education, states that secondary school is intended to prepare
students for both further education and meaningful living within society. Unfortunately, it is
becoming more and more frequent to discover in secondary schools today. Secondary education
specifically is supposed to develop a generation of students who can think for themselves, put the
thoughts and feelings of others into consideration, and respect the dignity of labor.
Unfortunately, unmotivated kids who repeatedly struggle academically and have a bad attitude
toward learning are becoming more and more prevalent in secondary schools nowadays. These
students frequently were out of school as a result of their lack of motivation.

To suggest that the quality of educational system in Nigeria has declined is an understatement. It
has been discovered, nonetheless, that students with able mental faculties occasionally struggle
in their academic work, either because they lack the skills or don't employ the most productive
methods of learning. Students poor performance has become a serious topic among the parents,
teachers and the students. By releasing inexpensive books for primary and secondary schools,
even the state administration has recently demonstrated some concern about this. Although the
intention was to encourage pupils to study, the fact that they are not reading books hasn't bring
about significant difference. Many of them has voiced their pains as regards their poor
performance on not understanding.

The grades a student receives throughout a learning session may be an indicator of their depth of
their academic learning. It is thought that one of the main indicators of this learning is a student's
grade. There are, however, a number of additional elements that can effect grades, as discovered
by several experiences and studies. No one point can unquestionably be identified as a forecaster
of grades. Numerous factors has been pinpoint, including gender, IQ, study habits, age, parents'
educational backgrounds, social standing, the number of siblings, birth order, etc. In reality,
almost every environmental and personal aspect that exists has an impact on academic boom. In
human lives, and particularly in the lives of learners, studying is crucial. Every student is a
unique individual with a variety of skills, approaches, and ways of thinking, as well as interests
and methods of learning. One's learning style and acquisition are significantly impacted by these

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individual variances. Each student has a unique approach to learning, and while some of these
techniques can be beneficial, others may not be as efficient as others.

These methods of learning are the ones that learners use regularly or habitually. With its
constancy in disregarding, destroying his efficacy with regard to the particular materials being
studied and the effects that he exerts throughout the process, it became habituated technique of
approach to units of pupils learning. Many remarks from teachers, school administrators, and
parents who are at a loss on ways of improving their students' and children's study habits are
made each year. Rather than attempting to shoehorn all students into one rigid or pre-set model,
the teacher must advocate for a new way of thinking about learning methodology theories that
values each student as a unique individual. Students that have good study habits learn more
effectively and profitably. Academically brilliant students that perform well in class are
examples of students who have good study habits. This is due to the fact that good study habits
require employing organizational learning approaches that put the students' unique strengths and
aptitudes to work.

Amos AUDU, Domiya G. ALI, Hamsatu J. PUR, and Lewy (1986) gave the first definition of
concept of attitude towards school as a subjects' behaviors, their sentiments expresses about
affection and judgments, favorable or unfavorable for the school and school experiences. Some
psychologists believed that a child's mind was in a blank condition and that anything could be
written on it by a teacher. Others believed that a youngster was just like a layperson and a
teacher was just like a porter who could conjure up anything.

Its affective traits could play a significant role in explaining the high quality of instruction and
actors' involvement in the many aspects of the school. The word "attitude toward schooling"
refers to thoughts on academic pursuits generally and the importance placed on education.
Students' attitudes toward education reflect their thoughts about school, whether they are
favorable or bad. A child's attitude is frequently a better indicator of how well they will do in
school. Although it may take time, observation, unending patience, and counseling,
understanding students' bad attitudes is the first step in trying to change them. This also entails
learning the causes of their attitudes.

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Counselors, educators, psychologists, and school administrators must find innovative strategies
to address these issues, spur students' enthusiasm in learning, and boost their academic drive
until they adopt a right attitude about schooling.

According to Akey (2006), a student's attitude toward schooling is significantly affected by their
cultural upbringing, the kind and quality of their family ties, the support of their family and
peers, and their academic history. However, kids' good attitudes and behaviors are crucial to their
success in school. Counselors, educators, school officers, parents, the government, and even non-
professionals are very concerned about the students' poor attitudes about education and their
demoralizing performance at the level of senior secondary school. The success of pupils in their
academic endeavors, however, is greatly influenced by their positive attitudes and behaviors.
Counselors, education specialists, school administrators, parents, the government, and even non-
professionals are very concerned about the students' demotivated attitudes toward learning and
their disappointing performance at the senior secondary school level. The acquisition of
curricular and extracurricular educational abilities inside the school system can be referred to as
schooling because school is a place where students can pursue growth and development.
Academic achievement showed a somewhat statistically significant correlation with student
attitudes toward education.

In addition, although there are many potential influences on pupils' ability to learn, one of them
is their attitude toward it. In order to be motivated to accomplish a goal, Dalin (2017) contends
that having the proper mindset is key. If a learner has a positive attitude toward learning, learning
will be effective; nevertheless, if they have a negative attitude, learning may be challenging.

Students at senior secondary schools in Maiduguri Metropolis had their academic performance
and the effects of group study habit counseling looked at by Abdullahi, Atsua, Amuda, and Ago
(2013). A simple random sampling approach was utilized to choose the study's sample, and the
researchers' research design was quasi-experimental. Two groups—control and experimental—of
the students that were sampled were created. Study practices advice was given to the
experimental group, whereas a placebo was administered to the control group. “Data on
academic progress of students was collected using a "Students Results Proforma" that was
created and used. The study's conclusions showed that study habit counseling strategies have a
significant impact on students' academic performance and that these techniques do not

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significantly differ by gender. The researchers concluded that in order to boost academic
achievement, school counselors should introduce student academic development counseling
approaches during their first year of study.

One of the founding members of the guidance and counseling movement was Frank Parsons,
known as the founder of vocational guidance. Through his efforts, counseling and guiding
services were formalized and acknowledged for their significant social contributions. In addition
to founding the first career institution in the United States, Parsons also accelerated the
development of psychological testing. According to Makinde (1984) in Nyamwange, Nyakan,
and Ondima (2012), the advice and counseling movement eventually transformed into an
organized service that has continued to significantly contribute to societal advancement, (2012).
School counselors might use groups to help students develop a realistic self-identity by offering
group counseling, which makes sense. Peer contact in a natural environment has potential in
group counseling. kids who participated in a group counseling program exhibited significantly
less improper behaviors and a more positive attitude toward school than kids who did not. This
was according to Baker and Gerler's (2001) research. The capacity for self-understanding can
therefore be increased by accepting group members. When group members, including the
counselor, provide and receive feedback in a supportive environment, the group can explore the
importance of replies, both verbal and non-verbal The unique setting of group therapy allows the
counselor to watch interpersonal interactions as they take place between group members. It may
also enable the group's members who require private therapy to be identified. In the past,
counseling was only thought of as a one-on-one process. The early allure of group therapy was
its effective use of time and energy. However, this has given way to the understanding that group
therapy may serve as an intermediate phase before individual therapy. A few experts in the field
of counseling support group therapy in schools. Some study employing group counseling has
been done at the high school level. Group therapy offers a strategy for fostering personal and
interpersonal growth. Habitually, this work on research has been with groups that are lesser than
size of a classroom and with adolescents having similar challenges Rogers, though, along with
others, has been advocating what he calls student-centered teaching. This type of instruction
emphasizes the comparable processes and connections found in group counseling. (Rogers,
1995). According to a study of underachieving teens, group counseling helped college students
develop into more fully realized individuals. The study also demonstrated considerable

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development in achievement and self-acceptance. In a study on pre-adolescents, it was
discovered that some had higher congruence between sentiments and behavior when identifying
with their parents after receiving group counseling. Additionally, research shows that small
group counseling helped college-bound high school students feel less anxious.

Mburza & Hanafi (2012) assessed the impact of group counseling on the problem of study habits
that nomadic Fulani male parents have with regard to the education of their daughters in
Madagali Local Government Area, Adamawa State, Nigeria. Three goals were specified, and
three null hypotheses were investigated. The study's design was a quasi-experimental one,
according to the researchers. Four nomadic clans from the research area's population totaled 139
adult male parents. From each of the four nomadic clans, twelve male parents (samples) totaling
48 nomadic male parents were randomly chosen. The Parents Attitude Towards Girl-Child
Education Scale (PATGCES) was modified by the researchers for the study. Pre-treatment,
treatment, and post-treatment phases were used to collect the data over three (3) stages. At the
P0.05 level, the data were examined using the t-test for independent samples and one-way
analysis of variance (ANOVA). The study's conclusions demonstrated that group counseling
significantly changed the attitudes of male Fulani nomad parents toward the education of their
daughters in Madagali Local Government Area, Adamawa State, Nigeria. Further research
revealed that the age of nomadic male Fulani parents and the disparities across their clans had
little bearing on how they felt about girls' schooling.

Newton and Mwisukha (2009) discovered a connection between secondary school pupils in
Nairobi, Kenya's attitude toward learning, particular peer group activities, and academic success.
Examining the connections between students' attitudes about school and academic achievement
as well as the gender differences among students with regard to those views were two of the
study's goals. According to the study's conclusions, there is a strong positive correlation between
students' attitudes toward school and their academic success. The study's results also revealed
that attitudes toward schools among secondary school pupils in Nairobi, Kenya, were unaffected
significantly by gender. This shows that having a positive attitude about school and learning is
the first step to academic success.

Igwe (2013) The impact of individual and group counseling on secondary school students'
truancy in Abia State, Nigeria, was examined. It was discovered that group counseling had a

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considerable impact on students' truancy in Abia State. Based on the research's findings, the
researcher came to the conclusion that there was a direct link between students' secondary school
absenteeism and their bad attitudes toward education. Akey (2006) considered that gender had a
substantial impact on how pupils feel about education in general. However, a variety of factors,
including gender, teachers, learning settings, self-concepts, peers, and parental influence, seem to
have an impact on pupils' attitudes toward school. According to Mikaye (2012), In order to help
people understand themselves, their problems, their school environment, and the wider world, as
well as to develop the necessary capacity for making wise decisions, guidance and counseling is
a profession with a wide range of activities, programs, and services. Guidance and counseling are
educational support services that are created and implemented in schools and communities to
help students acquire the attitudes, knowledge, skills, and behaviors needed to meet educational
goals. (Nwonyuku, 2018). It offers information to students and other stakeholders that is
pertinent to bringing about a desired change in behavior and abilities, with the goal of promoting
the achievement of all students. The general goals of advice and counseling in schools are to
maintain minimal standards of appropriate educational practice, to stimulate and support
innovation, and to ensure system quality. (Nwonyuku, 2018). Therefore, guidance and
counseling is a program that is catalyzing, facilitating, encouraging, inspiring, supporting, and
helping to all stakeholders in the field of education. (Nwonyuku, 2018). However, its importance
has not been visualized as per the desired level in our educational institutions (Mehood et al.,
2011). School guidance and counselling is an educational value adding mechanism (Nwonyuku,
2018). It facilitates teaching-learning process and helps to achieve the educational goal of a
society. Accordingly, Because they lack the proper study mentality as well as the proper home
and societal orientation, many pupils struggle academically. (Obilade, 1987; Ladipo, 2000;
Eweniyi, 2002); and even in the school environment where there is lack of appropriate guidance.
The actions of people are significantly influenced by them. (Mehood et al., 2011), and in their
attitude in life. This makes it very necessary to have a school guidance counsellor, who will
provide the necessary educational support towards helping the child to have good orientation of
himself and others, his educational aspiration and career (Nwonyuku, 2018). Culminate this to
say that The study of human behavior and attitudes need advice and counseling since it can aid in
understanding the motivations behind people's actions and serve as a foundation for assistance
and prediction. (Mehood et al., 2011). A warm, supportive, therapeutic relationship should be

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developed between the counsellor and the client using a variety of skills during the counseling
process in order to help the client deal with a variety of problem situations, including a negative
attitude toward schooling. Depending on the quality of the relationship, the counselor assists the
client or clients in exploring problem areas, setting objectives, and working through issues in
order to develop a more fulfilling and fruitful way of life.

According to Counselling Technique (2006), Similar to individual counseling, group counseling

has been seen as a typical helping activity that gives counselors a useful substitute for individual
counseling. An essential resource for self-discovery and trying out various coping mechanisms is
group counseling. It involves people who want to overcome challenges of a personal,
educational, social, or professional character. (Corey and Corey, 1992; LaFrance, 1998; Group
Counselling, 2007). There have been reports on the connection between sex and academic
achievement. While some claim that men perform better academically than women, others
contend that the opposite is true, and yet others assert that the performance gap between the two
is negligible.. Ekaterina G. Budrina (2017) indicated that while male counterparts fared better in
high school, females performed better in general intelligence tests throughout their preschool
years. According to a survey, boys and girls have the same overall test scores on average. Girls
do better on the majority of verbal and memorization tests, while boys perform better on tests of
inductive reasoning and mathematical aptitude, but with a lot of overlap. Males are thought to be
more successful at solving problems than females are. The studies on math and verbal aptitudes
showed unequivocally that males are superior to females in quantitative areas, particularly in
numerical reasoning, while females are superior to males in verbal areas.

Counseling is also a process that aims to teach clients how to attain their self-determined goals
through meaningful, informed decisions and the resolution of interpersonal or emotional issues.
This includes helping clients comprehend and clarify their personal ideas of their life space.
Clients who participate in group counseling often get the ability to resolve difficult situations that
are impeding on their happiness, achievement, and academic performance. Baker and Gerler
(2001) compared to children who did not participate in the group counseling, it was found that
students who took part in the program had much fewer inappropriate behaviors and a more
positive attitude toward school.

1.2 Statement of the Problem

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There has been a backlash over pupils' subpar performance in Nigeria's Senior Secondary
Certificate Examination (SSCE). Secondary school students who excelled academically typically
showed an interest in continuing their education. (Amos Audu, Domiya G. ALI Hamsatu J. PUR
(2017), Glick, 1970 & Weiner, 1992). The researcher during her counselling practicum in Egba
Comprehensive High, Abeokuta South Local Government, Ogun State, assessed the study habit
of senior secondary school students and found that significant number of the students perform
poorly academically. Moreover, secondary school students are expected to obtain certain amount
of knowledge, skills and maintain a good academic results that would harness their furtherance
in education.

However, prior research has demonstrated a strong correlation between students' attitudes toward
education and their academic success. Assessing kids' attitudes toward school is therefore always
in the best interests of teachers and counselors. Teachers and counselors are very concerned
about students' negative attitudes about school, which, if not reversed, could make secondary
school education pointless. In light of this, the researchers will conduct their investigation. the
Therapeutic effect of group counselling on study habit of secondary school students in Abeokuta
South Local Government Area of Ogun State, Nigeria.

1.3 Objectives of the Study

The objectives of the study were to determine:

Effect of group counselling on the study habit of senior secondary school students in
Abeokuta South Local Government, Area of Ogun State. Gender difference in the study
habit of senior secondary school students Abeokuta South Local Government, Area of
Ogun State.

1.4 Research Question

1. What is the level of study habit of students before exposed to counselling?

2. What is the study habit of students after exposed to counselling?

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1.5 Hypotheses of the study

The following null hypotheses will be tested at .05 level of significance in the study:

H01: there is no significant difference in the male and female students study habit before exposed
to counselling in Abeokuta South Local Government Area.

Ho2: there is no significant difference in the male and female students study habit after exposed
to counselling in Abeokuta South Local Government Area.

1.6 Significance of the study

Because it will help students, counselors, instructors, and parents, the study is important. The
study will help the pupils because it will provide them with useful tips and study approaches.
The study is beneficial to pupils since it fosters a better understanding of healthy study habits
that will enable them to achieve their predetermined objectives.

The results of this study will be very important to the counselors since they will enable them to
help and educate the students on early detection and effective study practices. It gives the
counseling staff a chance to advise students successfully on time management and the creation of
doable programs.

The teachers who are regarded as the important educators will gain from this study since it will
help them solve the problem of examination fraud and widespread student failure. Likewise,
acquiring this information will help teachers carry out the goals of the curriculum.

The study will also benefit society as a whole, the government, and parents since it will raise
knowledge of basic, normal study practices that are good for students. Future researchers in other
fields can also utilize this study as a starting point to make good adjustments and improve
students' academic performance.

1.7 Scope and Delimitation of the Study

Only two public secondary schools in Ogun State's Abeokuta South Local Government Area will
be the subject of this study. In order to improve their study habits, especially as they get ready
for the WASSCE (West Africa Senior Secondary Certificate Examination) and NECO (National

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Examination Council), the study will concentrate on SS II pupils. The study will be restricted to
the Abeokuta South Local Government Area in Ogun State's capital city, which has a significant
number of secondary schools. The pupils come from various backgrounds and share similar
traits. The study will, however, be restricted to areas of guidance and counseling with an
emphasis on how it affects secondary school pupils' study habits.

1.8 Limitations of the Study

Due to the fact that this study will only involve students from three high schools, it's probable
that no generalizations will hold true for other institutions with a different student body, teacher,
or curriculum. The independent variables may be constrained by the fact that there will only be
three therapy sessions over the course of three months. Students are not allowed to volunteer,
and attendance is compulsory; this could alter the outcome. The researcher will arbitrarily select
participants for the experimental or control groups. Announcements, messages, and early
dismissals are examples of interruptions that could affect the outcome. The counselor's capacity
for facilitating, upholding, and recognizing crucial interpersonal relationships may also have an
impact on group dynamics and interpersonal communication.

1.9 Definition of terms

1. Therapy in Counseling: A therapy is the lens through which a counsellor addresses

their clients' problems.

2. Effect: A change which is a result or consequence of an action or other cause.

1. Counselling: It is a process where an individual, couple or family meet with a trained

professional counsellor to talk about issues and problems that they are facing in their
lives.

2. Study: The new Standard Dictionary of English Language defines study as “to apply the
mind to, with a view to learn or learn about, to examine, to search into, to master the
details of” that is, the deliberate devotion of time and attention in order to gaining
knowledge of an academic subject, especially by means of books.

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3. Habit: This is a regular tendency or practice, specifically giving-that is difficult.
According to Alex (2011), a habit is something that is performed on a scheduled, regular
basis and planned basis that is not relegated to a second place or optional place in one’s
life.

4. Study Habit: buying out a dedicated schedule and uninterrupted time to apply one’s self
to the task of learning.  Study habit is an action such as reading, taking notes, holding
study groups which the students perform regularly and habitually in order to accomplish
the task of learning. 

5. Student: A person formally engaged in learning, especially one enrolled in a school

or college that is, a person who is learning something. Students can be children, teenagers
or adults who are going to school, it may also be other people who are learning, such as
in college or university. Another word for student is pupil.

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 CHAPTER TWO

Literature review

2.1 Introduction
This chapter presents the review of related literature and past journals under the following
headings:

2.2 Conceptual Framework

A conceptual framework is a tool that assists the researcher to elaborate knowledge and
perception of the condition under examination and to communicate it. If evidently expressed, a
conceptual framework has a potential to assist the researcher to make meaning of successive
findings. It forms part of the scrutinized plan for negotiation and it is reviewed and improved as a
result of investigation (Gregory, Lumpkin & Marley, 2005). In order to indicate clearly the
objectives of this work, it will be very useful to define some of the keywords found in this thesis
and review of previous works related to the study.

2.2.1.1 Concept of Academic Performance

Academic performance of a child could be defined as the learning outcomes of the child. This
includes the knowledge, skills and ideas, acquired and obtained through their course of study
within and outside the classroom situation Epunam, 1999 in Nwakoby Justina Uche (2010). It is
the outcome of determination, hard work, of student in academic pursuit. Pandney, (2008)
defined academic achievement as the performance of the pupils in the subjects they study in the
school. This determines the pupils’ status in the class. This gives children an opportunity to
develop their talents, improve their grades and prepare for future academic challenges. Academic
performance refers to a person’s performance in a given academic area (example: reading or
language arts, mathematics, science and other areas of human learning. Academic performance
relates to academic subjects a child studies in school and the skills the child is expected to master
in each.

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Academic performance refers to excellence in all academic discipline, in a class as well as extra-
curricular activities. It includes excellence in sporting behaviour, confidence, communication
skills, and others. Steinberger (2005) in Filade, B. A., et.al (2019). posit that academic
Performance is multifaceted, closely linked to human growth and cognitive, emotional, and
social physical development, and it reflects the full child. Performance comprises both students'
ability and performance. It spans time and levels, from a student's time in public school through
post-secondary education and into the working world, and is not specific to one incident.

Academic performance is the level of a student's work and performance in class. There are
various techniques to assess academic success in schools. Students demonstrate their knowledge
for regular grading through submitting assignments, giving presentations, taking written and oral
exams, and engaging in class activities and discussions. To assess a student's performance,
teachers use assignments, tests, and examinations. A performance that is deemed to be below the
expected standard by the examiner and certain important people is referred to as poor academic
attainment. Adesemowo and Izundu, (2005) in Odu, E. N. & Anoh, J. M. (2019) pointed out that
various environmental factors in a family have a favorable or bad impact on a child's ability to
learn, which has an impact on their academic achievement. Parental financial position, the degree
of parental kid monitoring, the location of the home, and a library facility are a few of the
variables.

According to Uche (1994); Ekpo, T. E. & Ajake, U E. (2013) Children of literate parents or
families are affected by parental socioeconomic position, and children from high-income
families outperform those from low-income and uneducated homes in the classroom. In
comparison to their peers who smoke cigarettes or India hemp, which have an adverse effect on
the brain and may lead to poor performance, children from high socioeconomic homes eat a
balanced diet, enjoy good health, and have access to facilities that stimulate their intellectual
activity. He contends that teenagers from homes with a high socioeconomic status may perform
better than those from low socioeconomic status homes. The study found that factors influencing
students' academic performance include inadequate parental income, family structure, and a lack
of government financing.

15
Most fundamental issues of life are taught to children by their parents more especially mothers
who spend longer hours with the children. The extents to which parents motivate their children in
their academic works affect the level of performance of the children. Parental educational
background has also been identified to have a great impact on the education and academic
performance of a child. (Uche, 2010) in Adegoke O. S. & Orekelewa O. C.(2020) observed that
parents with high educational background tend to gear their children towards studying courses
that they are talented in, observing them to make sure that they do their assignment, stick to their
time table by reading always which will help their children to perform better academically.
When parents are interested in their children’s education, the children tend to perform better.

On the other hand, children from parents that are businessmen and women in a bid for
materialism, tend to leave the house as early as and come back late in the night. They left the
training and supervision of their children in the hands of care givers. The children come back
from school, spend most of their time playing, doing all sort of irrelevant things at the expense of
their studies. At the end of the day it will affect their academic performance. Lack of parental
supervision gives the growing child freedom that could be dangerous. The adolescent engage in
activities including delinquent acts without knowing the consequences. This is especially so as
they are outside the family most of the time without parental supervision.

Location of a home is another variable that affect the academic performance of a child. Children
from homes located in urban areas may perform better academically than children from homes in
rural areas. Epunam (1999) in Uche (2010) sited by Adegoke O. S. & Orekelewa O. C.(2020).
pointed out that location is an important variable that influence academic performance of a child.
Schools in urban area tend to be well equipped with material resources needed to enhance
learning. The type of accommodation provided to a child also affects his ability to learn and his
subsequent academic performance. Pleasant and conducive surroundings when provided give
rise to pure thought, better concentration and understanding and enhance performance. Noisy
overcrowded and busy home environment tend to affect the rate of concentration of adolescents
and lower their academic performance.

Existence of Library is another influencing factor of academic performance. Library is the pivot
of education enterprise. It is the platform for sharing of knowledge aimed at rejuvenating

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Nigerian schools through the provision of current books and journals, Federal Republic of
Nigeria (FRN, 2016). It is the storehouse of resources and as such provides many more
opportunities to the learner to acquire the knowledge, develop to achieve greater academic
performance. It has been observed that there is a strong relationship between school library and
academic performance. Keith (2000) in Adegoke O. S. & Orekelewa O. C.(2020) reports that
schools with well-equipped library perform higher than those schools with poorly developed
libraries. Good school services in library would help to promote knowledge acquisition by the
students.

2.2.1.2 Causes of Poor Academic Performance in Schools

Teachers, parents, peers and personal motivation strongly influence a student's academic self-
concept and academic achievement. Ndirangu Prisca (2007) observes that leaving secondary
school students on their own to develop self-reliance, self-understanding, self-direction and
problem-solving skills without proper guidance from trained counsellors will not yield lasting
results. There are therefore a host of problems which cause students to attain poor academic
performance including: anxiety, poor self-concept, poor methods of study, poor reading
techniques, organ disabilities and indiscipline.

2.2.1.2a Anxiety

According to Mandler and Sarason (1952) in Grigore-Dan Iordăchescu (2019) anxiety exists
when individuals are at odds with themselves. The underlying conflict springs from a clash
between incompatible impulses, desires and values. Secondary school students are in
adolescence stage, whereby many adolescents are seriously confronted for the first time with
facts about themselves and specifically their academic performance. This brings forth conflict
and frustration in them that produce anxiety and tension thus affecting their concentration in
studies and they end up performing poorly in academics.

2.2.1.2b Poor Self-Concept

Self-concept is the sense of self. Its basis is one’s knowledge of what he/she has been and has
done. Self-concept helps a student to understand himself/herself and regulate their behaviour.
Teachers, parents, peers, personal motivation and the student's gender strongly influence a

17
student's academic self-concept and academic achievement. Teacher’s approval - disapproval
patterns are directly related to pupils’ academic self-concepts (Davidson & Lang, (1952) in Okita
Dan O. (2012). The more positive a student believes about his/her teacher's evaluation of
him/her, the better his/her academic achievement as measured by grades, and vice versa. The
teacher bears a major responsibility for helping students develop positive academic self-
concepts. According to Makinde (1984) in Okita Dan O. (2012)., most students in secondary
schools being in adolescence have poor self-concept as they undertake the tasks for adolescents.
Lindsay (1983) in Okita Dan O. (2012). supports this by observing that the adolescents compare
their real and ideal selves and judge themselves by how well they perform in academics. Self-
concept remains fairly stable during adolescence especially for the students whose view of
themselves was initially positive, Engel, (1959) in Okita Dan O. (2012). Hence, the individual’s
academic self-concept is a learned structure which grows through training, identification with
individual peers, teachers and significant other. The self - concept of an individual is effectively
assessed from self-reports in academic and non-academic domains Marsh, (1990) in Okita Dan
O. (2012).. Since the academic self-concept is such a major factor influencing development and
learning, the school must assume a prominent role in helping students to develop a more
adequate academic self-concept.

2.2.1.2c Poor Study Habits

Study habits refer to a habitual dedication to targeted studying. They determine how well a study
will progress academically beyond the areas of strength and weakness. It is pertinent that
students observe a time-based study on self, and keep studying on time for the purpose of
progressing at school. Reading habits is crucial among students to develop a learning
community. It reshapes learner’s perception, emotion and behavior. Moreover, it generates
innovation and creativity in those who have good study habits Palani, (2012) in Okesina, F.
(2019). Issa et al. (2012) in Okesina, F. (2019) opined that those who studied have high academic
achievement. This is corroborated with Sigh (2011) stating that study habits influenced students’
academic achievement.

Some factors that could lead to poor study habits are:

18
(1) Economy Factor: the inability to provide necessary materials to meet the needs of students
could culminate into poor study; this is due to lack of materials for reading/studying. Similarly,
when there are no food, shelter, clothes etc., it may serve as obstacles to studying. In this
instance, a student who do not take breakfast and lunch, due to the parents’ inability to serve
food, cannot concentrate on learning;

(2) Culture of Reading: some Nigerian cultivated the habit of reading with about 40% of adults
who has never read a book after graduating from school. Many Nigerians only read books in
order to get a pass when they were in school and as soon as they graduate; they lose interest in
reading Pitan, (2013). Incidentally, parents who are not interested in reading cannot help their
child develop good study habits. It is often Mimbar Sekolah Dasar, Volume 6 Number 1 April
2019 said that children learn from observation. They observe their parents as having poor
reading culture, and invariably they develop poor study habits;

(3) Environment: it could be a stumbling block in two ways: (a) moral decay; (b) noise culture.
An individual/student who lives in a morally-decayed environment and observe people who do
not study getting rich, those who do not study, but successfully passing their examinations may
lose interest in studying and shift to anti-social behaviors (Pitan, 2013). They could also engage
in examination of malpractice, and bribe the teachers/invigilators to either cheat in the
examination hall or pass them when marking. Similarly, there are lots of noises in the Nigerian
society (Owoyele, 2012). There is virtually no community in Nigeria that is not noisy. Many
schools are even built beside malls and market places. Noise could distract students from
studying and cultivating good study habits;

(4) Lack of learning materials or facilities: many schools do not have adequate learning
facilities, such as library, and relevant books, they are also not allotted time for reading in
schools; in addition, lack of motivation from teachers;

(5) Improper time management: when students have difficulty in scheduling their study time
over other tasks. Many students spend their time for activities that may not add up to their
academic success and personal development. For instance, a student spends the whole day on the
Facebook, Twitter, or Instagram. Some students also spend their precious time playing games or
gambling. These activities do not have any relationship with good academic performance of

19
students. Conversely, they erode away students’ precious time that ought to be used for studying.
Poor study habits have devastating consequences that could lead to academic failure. Whereas,
students need to be responsible in time management to handle their studies.

2.2.1.2d Poor Reading Techniques

Many secondary schools’ students are faced with academic problems such as poor reading
habits, whereby most of them are slow readers and do not comprehend what they read. Lack of
recognition of underlying framework and the main points in information already acquired has
contributed to studentsAcademic counseling is an excellent solution for children with reading
problems by teaching them to have effective reading. Poor focus has been a concern for many
students who have done poorly (Mandler & Sarason, (1952) in Uchenna Udeani (2012).

2.2.1.2e Indiscipline

One of the main issues for educators, particularly among secondary school pupils, has been
indiscipline in the classroom. And in order to offer effective solutions, it is necessary to
comprehend the root reasons of indiscipline in schools. Discipline is well acknowledged to be
the foundation of all great accomplishments. And students will perish if they don't have it.
Every misbehavior, whether it occurs inside or outside of the school (vandalism, plagiarism on
exams, tardiness, aggression, sexual misconduct, incorrect dressing, and low academic
achievement among students), has a cause(s). Bolarinwa O. (2019).

Koomson et al. (2005) assert that the goal of school discipline is to create a secure and enjoyable
learning environment that improves academic performance. According to a number of studies,
Tanzania's disciplinary issues have been becoming worse over time, despite government efforts
to introduce guidance and counseling in schools and universities (Sima & Mkumbo, 2005; Sima,
2010). One instance is the situation that students at Ruaruke Secondary School in Rufiji District
sexually attacked female teachers with knives, humiliated them with caricature drawings, and set
teachers' homes on fire, as reported by the Mwananchi Newspaper on December 5, 2012

20
Additionally, it was claimed that pupils at Makumbusho Secondary School in Dar es Salaam's
Kinondoni District engaged in open marijuana use and classroom gambling (Majira Newspaper,
8th October 2012). According to Etsey (2005), situations of school indiscipline should be
handled carefully because failing to do so would result in students being less focused during
class, which could harm their academic achievement. The fact that the administration of school
discipline has an effect on pupils' academic achievement is further supported by Stanley (2014).

2.2.1.3 Consequences of Poor Academic Performance in Schools

Secondary school education is meant to be the cornerstone and the starting point for higher
learning at tertiary institutions. It is both an investment and a tool that can be employed to
advance the nation's economic, social, political, technological, scientific, and cultural growth.
Over the past few years, there has been a lot of research on students' academic achievement.
According to student performance in the West African Examination Council, it has turned into a
problem of standards and quality in education. However, numerous reports have shown that kids
consistently do poorly on exams. For instance, according to the West African Examination
Council's 2014/2015 results statistics, there were 22,270 students in Ekiti state who took the
exam overall, 7,530 of who have at least five credits, including English and Mathematic, but
14,740 of them fare poorly.. Consequently, research into the elements that influence pupils'
academic success is necessary.

In one evaluation of the evidence, the significance of students' study behaviors and attitudes was
emphasized. Menzel, referenced by Rana and Kausar (2011) in Mendezabal (2013), claims that
many students struggle academically not because they lack talent but rather because they lack the
necessary study techniques. Secondary school students that struggle regularly don't have good
study habits, which lowers their academic performance. According to Mutsotso S.N. & Abenga
E.S. (2010), a major issue was that many of these students had not been taught how to take notes
that were useful and manage their time for studying. Additionally, a study by Nagaraju (2004)
discovered that students rarely have good study habits and typically do not devote enough time
to their studies.

21
2.2.2 Concept of Study Habit

Thus, A study habit is a behaviour pattern utilized as a learning tool by students in the pursuit of
their education.. This comprises reviewing previously learnt content to ensure that one does not
forget it, typically in order to get ready for an exam (Alex, 2011). Reading and studying are two
different things; reading is when someone casually reads a book for pleasure or to pass a specific
exam, while studying involves more than simply reading and involves doing extensive research
for knowledge. Therefore, to develop this habit implies to regularly study; repeatedly and
unconsciously, most of the time. The extent to which pupils regularly engage in academic
activity determines their study routines which occurs in a good study atmosphere.

One of the biggest student or learning elements that significantly affects students' academic
success is their study habits. Students' dismal performance in both internal and external exams is
a growing trend and menace that will only get worse and more worrisome according to Ebele U.
F. and Olofu P. A. (2017). If undermined by students at all levels, teachers, administrators,
parents and guardians, school counselors, and the government.

The process of learning is still somewhat unclear, according to Grace (2013), but research does
indicate that the most successful method of studying involves persistently engaging behavior.
Reading, drawing, comparing, memorization, and testing oneself over time are all necessary for
good learning.

A habit is an ingrained, routine behavior, especially one that is difficult to break. According to
Alex (2011), a habit is anything that a person does on a regular basis and is not relegated to an
optional or secondary role in their life. As a result, habits can be strengthened via continued
practice, and it can be extremely difficult to break a habit once it has been developed.

According to Husain (2000) in Ebele U. F. and Olofu P. A. (2017), Since it includes practically
all other subconcepts, such as study attitude, study methods, and study skills, the concept of
study habit is comprehensive. An individual's attitude is a psychological and innate state of
readiness that is organized through experience and significantly influences through experience,
directly affecting the way the person reacts to all associated things and circumstances. Academic
success and a solid study routine are greatly influenced by study attitudes. Successful students

22
approach their studies with a positive attitude and do not waste time or energy worrying about
what needs to be done. The learner's attitude and motivation are often favorable if the learning
experience is enjoyable; otherwise, he tends to avoid it. The phrase "I study but cannot remember
what I have studied" or "the lessons are too long" are only two examples of comments that can
be used to show a negative attitude toward studying. Our attitude is a reflection of how we feel
and think about the people, things, and issues in our environment. According to Husain (2000), a
student's attitude toward independent reading throughout time is referred to as their study
attitude. He thinks that the likelihood of academic success is considerably increased by having a
pleasant attitude toward studying. The knowledge and application of effective study techniques
by students is referred to as study methodology. Several effective study methods and abilities
have been discovered, which students can use based on the learning environment. (Husain,
2000). According to Kelli (2009) in Ebele U. F. and Olofu P. A. (2017), students must be able to
properly ingest course material, digest it, reflect on it, and be able to articulate the information in
written and/or oral form if they are to succeed in their studies. The capacity of a student to
develop efficient study habits is crucial. Many students believe that the number of study hours is
the most crucial factor. Students can study for hours on end and still retain relatively little
information. How should students study more successfully is the better question to ask. It's
crucial to master time management abilities. Students need to understand that there are specific
times when they should be in class, studying, with their families, socializing, or just by
themselves. Recognition that a proper balance is required is the key issue. Students should have
vision as well. It is crucial for pupils to have a well-defined vision of the future they want to
build for themselves since this helps them succeed in school. This will encourage a love of what
they want to do. Passion is essential because it fosters a strong interest in, commitment to, and
perseverance to reaching professional goals and objectives. However, according to Marc (2011),
students with learning disabilities may still have generally unproductive and inefficient study
habits and techniques. Students will better comprehend why they occasionally become irritated
with conventional study techniques if they are aware of their preferred learning methods.
Effective study habits, according to him, are essential for academic success since they ensure a
successful academic future. Having good study techniques can help you get better grades, and
better grades will help you get into better colleges and institutions and maybe even get a
scholarship. This will then result in a successful career. No matter what degree of education a

23
student has, developing appropriate study habits is essential. It increases students' capacity for
self-control, self-direction, and achievement in their degree programs. The greater the likelihood
that a pupil will stick with excellent habits is the earlier he begins to practice them. With the
right study habits, procrastination can be avoided, and developing improved study habits is the
key to more effective learning. The most important aspects of helping a child or student develop
good study habits for life are organization and having a set schedule for their assignments. Solid
study habits help students succeed because they enable them to work more productively and with
less stress. He continues by saying that productive study habits contribute to an academic setting
that is more productive. It is time-efficient to prepare your study schedule in advance as a student
and to keep to it. Students who practice effective study habits are typically less anxious. The
procrastinators who show up unprepared on exam day are often the students who are worried.
Students who plan their life and adhere to their predetermined study regimens are at ease and
confident when it comes time to take exams. (Marc, 2011). According to Ashish (2013), it's
critical for students to kick bad study habits and adopt positive ones if they want to assure
academic performance over the full year. He goes on to say that using good study techniques can
be the difference between passing a class with flying colors, barely passing, or worse, failing
terribly, regardless of age or academic ability. She acknowledges that despite best efforts and
intentions, many of the most popular study techniques or habits today can result in utter
disillusionment. The most effective study tool, according to Ashish (2013), is knowing exactly
what works and does not work on a personal level, tracking study patterns and linking them with
associated grades, and then proactively developing a study plan and schedule around the tried-
and-true techniques. According to Adeninyi (2011), having strong study habits enables students
to pursue higher education goals while working freely at home. The development of effective
study skills at the secondary school level also forms the foundation for students' achievement on
external exams like the Joint Admissions and Matriculation Board (JAMB), National
Examinations Council (NECO), and West African Examinations Council (WAEC). According to
Agba (2013), less serious students study regardless of how they do it and are more likely to
achieve poorly than more serious students. He draws the conclusion that effective study
techniques encourage students to: show up to class frequently and on time. Additionally, it aids
them in completing their assignments on time, reading extensively for tests and exams, taking
notes and developing the points on their own, and posing pertinent questions in class, all of

24
which contribute to receiving good scores at the conclusion of the term or semester. In their
article on improper study habits from Monday (2008), Ebele U. F. and Olofu P. A. assert that
adopting effective study techniques can help students succeed in their classes and meet their
academic objectives. Similar to this, Bolling (2000) Ebele U. F. and Olofu P. A. (2017) claim
that developing effective study habits through planning aids students in getting their academic
goals accomplished. Therefore, poor study habits clearly put students at a disadvantage and are a
major factor in why so many students need remedial education, fall behind in their studies, and
eventually drop out of school. Good study habits significantly reduce a student's likelihood of
experiencing academic difficulty and dropping out of college. Bolling (2000) Ebele U. F. and
Olofu P. A. (2017) contend that students who consistently achieve high marks If a student
actively participates in their own learning, plans continuously, and pays close attention to the
educational activities that they are expected to do, they can be said to have strong study habits in
the majority of their topics. Every student has a different and distinctive set of study habits. What
might be a good study habit for one student may be a negative one altogether for another. As a
result, it might be challenging to practically identify what is good and what is terrible. According
to Katelyn (2013), it is undeniable that different people learn in various ways and that what is
effective for one person may not be effective for another. According to John (2010), Ebele U. F.
and Olofu P. A. (2017), not all students are created equal. The success of all students depends on
developing a number of essential study habits. One of these is studying in a comfortable setting
with a little background music—classical music without lyrics is fine—and a conducive
environment. When studying in the rain or the sun, during the day or at night, the most important
thing is to stay consistent and follow a pattern. There are two types of study habits that are
frequently distinguished: good study habits and bad study habits. According to Katelyn (2013),
productive or upbeat study habits are sometimes used to describe effective study techniques. As
the name suggests, these are those enjoyable study behaviors that seem to boost students'
academic performance or appear to have positive outcomes. You can succeed in your studies by
discovering the optimal learning methods for you.

In order to help students enhance their academic performance, Katelyn (2013) lists fourteen
helpful or positive study habits. Attending all classes, going over your notes daily, reading the
material before it is covered in class, studying every day, having at least one conference with the
professors, developing and learning a word list for the course, reading materials to broaden your
25
knowledge of the subject (other than the text), attending help sessions, developing a list of
potential questions, asking questions in class, studying an old exam (when available), avoiding a
last-minute cram session, and getting at least eight hours of sleep each night are some of these.
Similar to this, (Harper & Row, 2009) emphasizes good study habits as follows:

1. Consistently studying; 

2. Establishing a peaceful study area at home or elsewhere; 

3. Turning off the phone, TV, and any other devices that can distract you while you study; 

4. Studying in a method that fits your learning style; 

5. Taking frequent pauses.

6. Studying early (don't wait until the last minute) 

7. Starting with the hardest material and giving those topics more time 

8. Asking for assistance if needed, taking notes while studying, and organizing notes in a
notebook or folder are all good study habits. Our focus is on tutorial participation, class
attendance, library use, and personal time management out of all the previously mentioned study
habits. Below is an explanation of them. Students who participate in tutorial classes or help
sessions typically receive services that direct and support them in their study. Discussions
between a tutor and a single student or small group of pupils take place during this instruction
hour. Because of the advantages of tutorials, students can now meet and even exceed academic
standards (roughly, 2013). It fosters a relationship between the student and tutor while providing
a better explanation of subjects. Students that are in class must regularly attend the lessons.
Being on time, present, and participating in class activities counts as an act rather than a
procedure. Missing classes demonstrates a lack of commitment on the part of the student because
no one can better communicate a lesson to them than an instructor. In terms of their academic
achievement, students who consistently miss class tend to have poor behavior (Foster, 2017).

26
Maryland Community College, however, talked about four useful suggestions for memorizing
information when studying in its article from 2020. The following is a list of these advices,
which are also regarded as habits:

Visualize - Attempting to picture what is being read by developing an understanding of the

material and bringing it to life with ideas and applications to daily life.

1. Highlights - Underlining, highlighting, and marking key phrases. Making notes in the margin,
such as queries or comments.

2. Discussion - Talking about what you are learning, particularly in group discussions, helps
pupils remember it better.

3. Going over your notes and highlighting everything that was highlighted. Frequently doing this
by summarizing, defining terminology, and memorizing.

Because we have learned through experience that some reactions are more successful than
others, we tend to behave in predictable ways.

2..2.2.1 Importance of Study Habit

The pupils' study habits have a big impact on how well they do in school. Academic success and
study habits are well correlated, with good study habits producing high grades and bad study
habits producing low grades. Ramamurti (1993) and Nsini.A. Akpan (2015) correctly highlighted
the fact that poor study habits might hinder academic success even in people with good brains
and personalities. Students' study habits therefore play crucial roles in learning and are essential
for academic achievement.

According to Tschumper (2006) in Nsini.A. Akpan (2015), developing good study habits might
help students perform better academically. These habits include taking notes, scheduling study
time, and preparing for tests. high study habits can help pupils get high results. 2005's Sadia is
found in Nsini.A. Akpan (2015). An individual can reap a nice crop in the future with the help of
a good study habit.

2.2.2.2 Influence of Study Habit on Academic Performance

27
Scholars and educational organizations have long paid attention to students' study habits and
academic success. The ability to work independently is provided by pupils' study habits. The
word "study habit" refers to a student's method of study, whether it is methodical, effective, or
ineffective. According to this definition, effective study habits result in successful academic
performance while ineffective study habits result in academic failure. Direct measurements of
study habits are made through reports, exams, ratings, and evaluations. According to research,
students' attitudes and study habits are influenced by their implicit evaluations of the subject and
their ideas about it. There are numerous elements at play in Nigeria that affect pupils' capacity to
develop productive study habits. Secondary school students' academic performance can be
affected by a number of variables, including their health, motivation, anxiety, environment, and
the availability of adequate infrastructure, such textbooks and well-stocked libraries.

According to Ozmert (2007), environmental factors play a significant role in how well pupils
succeed in school and develop good study habits. Nuthana and Yenagi (2009) investigated the
reasons behind pupils' subpar academic performance. These characteristics include intelligence,
bad study habits, achievement motivation, a lack of career objectives, low self-esteem, low
socioeconomic level of the family, unfavorable family dynamics, and others. To determine the
significant factors contributing to pupils' poor academic performance, a survey was conducted in
a few chosen schools in Nigeria. A few of the issues include unqualified teachers, inadequate
school facilities, issues resulting from poor parental backgrounds, unfavorable government
policies, and limited funding for the educational system. Olutola and Ajila (2007) If a youngster
frequently does poorly or fails a test, he or she is likely to acquire a negative self-perception and
lack of self-assurance to study or pass.

2.2.3 Guidance Counseling Theory

2.2.3.1 Conceptualization of Guidance and Counseling in Schools

Guidance and counseling provided in schools by professionals is a professional service. By
giving worried and troubled adolescents a chance to talk about their problems, counselors can
help them (Hannons, 2016). On matters of careers and course selection, students receive
guidance (Ogbuanya et al. 2018, 2018). On how to coexist quietly and harmoniously with others,
they receive advice. Discipline is directly impacted by ineffective advice and counseling, which
also has an impact on academic performance. Guidance and counseling should be provided to a

28
student who has a discipline concern, even if it leads to suspension or expulsion. An opportunity
to appeal is given by such a hearing. Parents should be accessible so that they can be informed if
a student's issue is one that stems from their home. The parents will now be aware of what to do.
This influences students' conduct and aids in teaching them discipline. As a result, the pupils are
successful in achieving their aims and objectives. They become more aware of what to do and
the best way to do it.

Guidance Services provided to a person that assist him achieve self-actualization or reach his full
potential are referred to as counseling. If a student lacks awareness of or has unrealistic
expectations for himself, it will be challenging for him to achieve this goal of self-actualization.

According to Bhatnagar and Gupta (1999), guidance is "a process of assisting the individual in
finding solutions to his own problems and accepting them as his own." Furthermore, they claim
that guiding is a crucial component of education, a constant service, both generalized and
specialized, for the "whole" child and is not limited to only a few particular facets of his
personality.

Adolescents' physical, emotional, social, and academic challenges are addressed by guidance
programs for secondary school pupils. By addressing the students' physical, emotional, social,
and academic issues and by assisting them in identifying their learning strengths and
shortcomings; their study practices can be made better. Higher accomplishment scores are the
result of better study habits and study techniques. Academic, educational, personal, social, and
career growth are all supported by the guidance programs. Guidance programs promote a good
attitude toward schoolwork and learning, which boosts academic performance.

According to Kochhar (2018), counseling is important to assist the student with specific issues
such the lack of a correlation between aptitude and accomplishment, deficiencies in one or more
academic areas, bad study habits, flawed learning strategies, and low desire.

According to Bhatnagar & Gupta (1999) in Abid Hussain Ch (2006), improving student
accomplishment requires assisting students in progressing forward in their education by
removing obstacles and fostering effective study habits. Therefore, this component of student
help must be included in guidance programs. The removal of pupils' academic, personal, social,

29
mental, emotional, and other comparable issues depends heavily on guidance. While the teacher's
job is to support learning and help students develop good study habits and a positive attitude
toward learning, the primary goal of instruction is to help children learn. All of this will be kept
in mind by a teacher who approaches instruction from a guidance perspective. cited in Abid
Hussain Ch (2006) are Bhatnagar and Gupta (1999).

As stated by Braddock (2017), the goals of guidance and counseling services for students are to:
1. Improve academic performance

3. Encourage the acquisition and use of conflict resolution skills. 2. Promote positive attitudes
toward job, education, and learning.

4. Lower the dropout rate.

The complexity of modern life has increased the demand for formal guiding services. Both
developed and developing nations place a high value on the education of its children and how to
make the most of every opportunity. For proper exam preparation and the development of
excellent study habits, students need to be mentored (Kochhar, 2019).

2.2.3.2 Guidance Counselling and Academic Performance

Today’s children find themselves in schools without knowledge of why they are in schools.
Counseling is therefore a tool used in discussing to students why they are in schools. 29

Students also have little awareness about themselves. Some have learning challenges; others are
vulnerable to things like domestic violence. Others are emotionally or behaviorally challenged
by what they are going through. Teachers need to prepare students for life and not for exams.
Guidance and counseling on the other hand help students improve their study skills and academic
life Gysber & Henderson, (2014). Consequently, the students’ academic performance is
enhanced and also prepared for life because they get both academic and social growth.

Gururani (2006) claims that guidance is frequently referred to as direction, guidance, or

instruction. Counseling can also be seen as a psychological process that aids a person in
developing the self-direction, self-awareness, and mental stability needed to adapt to school,
home, and society to the fullest. According to Bhatnagar and Gupta (1999), advice is a process

30
that aids people in finding answers to their difficulties. They continue by stating that guidance is
an ongoing, general and specialized service for the "whole" child and is not just restricted to
certain particular personality traits. As a fundamental component of education, mentoring is also
viewed. Guidance and counseling have been conceptualized as a program of activities that have
provided us with the gateway out of the numerous challenges that are currently present in our
modern period of advanced scientific and technological advancement. (Okobiah & Okorodudu
2006).

An encouraging scenario can emerge by using guidance and counseling strategies to raise student
academic performance in a country like Pakistan where the literacy rate is already declining
below the intended level and the dropout rate is rising. According to Yahaya (2003), for many
people, the primary purpose of education is not the development of information and skills
through study, but rather passing exams to obtain certificates that may be used to gain entrance
to higher education institutions or to land good jobs. Many kids struggle academically because
they lack the proper study habits and the proper social and familial orientation (Ladipo, 2000;
Eweniyi, 2002).

Human behavior is significantly influenced by their attitudes. The study of human behaviors and
attitudes is pertinent and crucial to counseling because it can aid in understanding why people
behave the way they do and serve as a foundation for advice and support. For the school and
society to be able to choose a realistic career for their children or wards with due realization of
their potentials, it is desirable that adequate guidance, counseling, and career information be
provided, assuming that the society is not occupied by a band/group of disgruntled, frustrated,
and unrealistic individuals. According to Akpama (2017), there have been reports on the
connection between sex and academic achievement. While some claim that men perform better
academically than women, others contend that the opposite is true, and yet others assert that the
performance gap between the two is negligible.

Informational services, placement services, appraisal services, vocational guidance services,

counseling services, referral services, evaluation, follow-up, and consultation and research
services are all examples of guidance services given by Nwachukwu (2017). fulfillment of their
potential. Any type and level of education needs these services, and the current school system

31
does not use them, which has resulted in an unprecedented rise in crime, student aggression,
fueling cultism, picking the wrong career, selecting the incorrect subjects, and other problems.
Predispositions that have evolved through a protracted and difficult process are known as
attitudes. The goal of guidance and counseling services for school-aged children, according to
Braddock (2017), is to: 1. Improve academic achievement.

2. Encourage a positive outlook on work and study.

3. Increase the learning and use of dispute resolution techniques.

4. Reduce dropout rates.

In her research study on secondary school students' attitudes toward guidance and counseling
services in Yakurr local government area of Cross River State, Ubana (2008) in Eyo, M. B. et. al.
(2010) came to the conclusion that students' attitudes toward guidance and counselling services
were negative and that the sex of the student and the school's location had no discernible impact
on those attitudes. Gysbers and Henderson (2014) claim that the roles of advising and counseling
have evolved from jobs to services to programs. The guidance and counseling programs largely
met the expectations of the pupils. According to Gururani (2006), "Counselling" broadly
speaking refers to all of the in-person interactions that professionals have with students in an
effort to comprehend and support them through the particular techniques used in personal
interviews.

2.2.3.3 Impact of the Counseling service on Students’ Academic Performance

A study on the subject of "Guidance and Counseling in Early Childhood Teacher Training" was
conducted by Abdulai and Inkoom in 2016. Their investigation focused on the role of counseling
and guidance in the preparation of early childhood educators. 486 students from the University
of Education, Winneba (UEW) and University for Development Studies (UDS), two public
universities that offer teacher preparation, answered a 20-item questionnaire. For the
investigation, a descriptive survey was used. A questionnaire for early childhood education
students served as the primary data collection tool. Statistical Package for Service Solution
(SPSS) version 17 was used to code and analyze the data collected during in-person interviews.
Both descriptive and inferential statistics were employed as the analysis's statistical techniques.

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Additionally, themes for emerging patterns were classified and documented for the open-ended
data. The research findings showed that teacher candidates are aware of the guidance and
counseling services that are offered in their particular schools, primarily through the school
counselor. This study also provided perspectives on the requirements of the students, how those
needs are met, and how successfully these services are offered. The study had added to the body
of knowledge on how students perceived the relationship between UEW and UDS's guidance and
counseling services. Based on the research, the report suggested that students should be required
to seek out guidance and counseling services, and that these services should not only address
academic concerns but also users' personal and social needs.
Another important finding from Abdulai and Inkoom's (2016) study about the role that
counseling and guidance play in helping students in tertiary institutions succeed academically.
The research's sample size of 486 is pretty strong in that it allowed the conclusions to be broadly
applied to the intended audience. It is worth noting that the researchers' recommendation is
excellent. To help create children who are holistically well-trained to solve their own problems
and those of society, school counselors must abide by the recommendation. The comparison
study between the two schools (UEW and UDS) has revealed that there are parallel
circumstances (student attitudes toward guidance and counseling and the impact of guidance and
counseling on students' academic performance) in the two institutions. By coordinating
independent studies in the two universities, the government and other educational stakeholders
may be able to save money. The researchers did not successfully employ interviews as a strategy
for gathering data, which is a drawback. Interviews could have provided the researchers with a
greater grasp of the topic they were researching. Second, in order to make it easy to generalize
the research findings, the researchers ought to have chosen a bigger sample size.

Research by Mckenzie et al. (2015) on university counseling for students with academic
problems has expanded the body of knowledge in counseling. However, counseling was proven
to result in reliable and clinically significant change in a considerable portion of those suffering
these new issues, according to the research findings. Counseling has been shown to efficiently
address a variety of obstacles faced by university students who use the counseling services
offered on campus, including personal-social, professional, and academic issues. The sample size
of 129 pupils is on the smaller side, making it unable to generalize the study's findings. Once

33
more, the study focused on understudying of academically challenged self-referred clients and
pupils. Future researchers should be advised to at least investigate both self-referred and referred
clients in order to supplement their current knowledge and aid significant stakeholders in
education in developing sound educational policies.

Gatua, Sindabi, and Chanchiang (2015) carried out a study on the topic: "Impact of Guidance
and Counseling services on students' behavior modification between selected public urban and
rural secondary schools in rift valley province, Kenya." The study was done in support of the
aforementioned research.. In the selected public urban and rural secondary schools in Kenya's
Rift Valley Province, their study aimed to determine and compare the effect of guidance and
counseling services on students' behavior modification in social and emotional adjustment. Ex
post facto casual comparative research design was used for the study. The research population
consisted of Students in form four of 24 secondary schools from the rural/districts and the towns
of Eldoret, Naivasha, and Nakuru of Uasin Gishu, Kuresoi, and Molo. 346 students, 48 school
counselors, and 48 school administrators were chosen as respondents using simple random,
stratified, and purposive sample approaches. While school counselors and students filled out
questionnaires to collect quantitative data, interviews with school administrators were conducted
to gain qualitative data. Their research sought to ascertain and assess the impact of guidance and
counseling services on students' behavior modification in social and emotional adjustment in the
chosen public urban and rural secondary schools in Kenya's Rift Valley Province. The study was
conducted using an ex post facto casual comparative research design. Students in form four from
24 secondary schools in Eldoret, Naivasha, and Nakuru, as well as in the rural areas of Uasin
Gishu, Kuresoi, and Molo, made up the research population. Using straightforward random,
stratified, and purposeful sampling procedures, 346 kids, 48 school counselors, and 48 school
administrators were selected as respondents. Students and school counselors filled out
questionnaires that were used to collect quantitative data while school administrators were
questioned for qualitative data.

The research by Gatua et al. (2015) utilized good sample sizes in terms of numbers and the usage
of pertinent stakeholders, both of which were crucial for the study. In actuality, the use of
questionnaires and interview schedules to gather data from respondents needs to be commended
since each data collection tool is capable of gathering distinct types of data, i.e., quantitative and

34
qualitative data, thereby increasing understanding of the problem at hand and revealing specific
information about the phenomenon under study. Of course, the research might be carried out
more effectively by using additional pertinent data gathering tools, such as observation to gather
additional crucial information that surveys and interview schedules are unable to capture.

Research was conducted in 2013 on the subject of "The Effect of Counseling on the Academic
Performance of College Students" by Renuka, Devaki, Madhanka, and Saikumar. They said that
college students' struggles with transition were a growing problem. Numerous studies have
shown that adjustment issues like disturbed appetite, trouble concentrating, and sadness are
particularly noticeable among freshmen. We made efforts in the form of setting up a counseling
system to provide assistance to the students, so that their social and emotional concerns did not
interfere with their academic achievements, for the current study, in order to assist college
students in resolving their adjustment issues. They choose to investigate the connection between
a sample of freshmen's academic achievement and their college counseling experience. The
study's objective, according to Ampong Emmanuel (2020), was to investigate the connection
between counseling and college students' academic achievement. Finding the link between
counseling and academic success as well as the link between the number of sessions and
academic achievement were the study's two main goals. As for the study's methodology, 54 first-
year medical students from the SBMCH 2007-2008 batch who participated in one-on-one face-
to-face interviews with faculty members were given questionnaires, and the analysis was based
on how well they answered the questions and how well they performed academically. According
to the study's findings, average marks increased for 43% of the students and for 13% of the
students by roughly 15% to 25% and 10% to 15%, respectively. 31% of them showed no
discernible improvement, while 4% of the kids showed no change. The study's second section
revealed a positive correlation between the quantity of sessions and academic achievement. They
came to the conclusion that college counseling programs had been successful in relieving the
personal struggles of the students. The academic performance appeared to benefit from the
constructive assistance provided by individual counseling, and there was a favorable correlation
between the number of sessions and academic achievement. Effective college counseling has a
good impact on students' academic lives, according to research by Renuka et al. (2013). To put it
another way, when students receive adequate attention during the obligatory counseling sessions
on personal, social, career, and academic concerns, they are better able to make educated

35
decisions and prudent choices that, in the long run, turn their fortunes around. The study by
Renuka et al. only includes freshmen (first-year students). It will be beneficial that future
researchers who want to study the same subject should think about employing more than one
level, or at least two different cohorts of students (for instance, level 100 and 200 students). It
will be possible to generalize research results effectively if at least two student cohorts are used.
In a study published in 2012, Odhiambo (2012) examined the effects of advice and counseling on
students' academic performance in a sample of public secondary schools in Molo Sub County,
Nakuru County, Kenya. In order to ascertain the impact of counseling and assistance on
secondary school students' academic performance Molo Sub County, the study looked at
guidance and counseling in general. The study used an ex post facto design and focused on 24
teacher counselors and 1385 form four students from 24 public secondary schools in Molo Sub
County. 86 students and 12 teacher counselors were chosen at random as the sample size.
Through the use of questionnaires, data was gathered. Descriptive statistics, including means and
standard deviations, were used to analyze the data. Data analysis employed inferential statistics,
including Pearson's correlation. The hypotheses were tested at a significance level of 0.01.
Statistical Package for Social Science (SPSS) version 21 for Windows was used to analyze the
data. According to the study's findings, counseling and advice improve students' academic
achievement.

According to Kartika (2009), new study has significantly expanded on what is already known.
The academic, vocational, and personal-social lives of students continue to be significantly
impacted by counseling services provided in schools. It should be noted that the current study
will attempt to fill the gap left by Kartika's research by asking respondents how this comes about
if they experience a situation similar to that in their academic lives. Kartika's research pointed
out that most students still struggle in planning the operational steps to achieve the solution to
their problems according to the requirement that it be specific, measurable, achievable, realistic,
and having time limit. Research on student counseling and academic success was conducted in
2011 by Shaterloo and Mohammadyari. In terms of pupils' abilities and development, education
is crucial. With the help of education, people can grow to their full potential and become
qualified individuals. The achievement of strong academic achievement and a variety of
specialized abilities acquired by students—not the least of which concerns issues related to
academics—can be considered as indicators of school effectiveness in carrying out his mission.

36
Students must use the guidance and counseling services offered by their schools in order to
improve academic achievement, even though they are required to do so. This is because students
must balance their time between extracurricular activities and academic work while also juggling
their busy schedules. In light of these circumstances, a thorough investigation is required to
determine whether guidance and counseling itself can contribute to raising students' academic
accomplishment levels. By working together with children, parents, school personnel, and the
community, school counselors serve the academic and developmental needs of all students, not
just those who are most in need.

The research by Shaterloo and Mohammadyari has also significantly expanded the body of
knowledge about counseling in schools. Indeed, the study's findings show that counseling and
guidance services, together with other interventions, can successfully help students realize their
academic goals. A study on the relationship between guidance and counseling practice and
academic performance was done by Kituyi (2014). The study's objective was to evaluate the
guidance and counseling procedures used in secondary schools as it affected students' pursuit of
academic achievement. The goals were to ascertain the effects of peer guidance and counseling
on academic achievement, explore its influence on subject and profession choices, assess the
discipline of counseling's influence on performance, and ascertain its impact on personal, social,
and moral difficulties. The research design used in the study was descriptive. The target group
included instructors, quality assurance officers, and secondary school students in Bungoma
County. A questionnaire served as the data collection tool. With the help of SPSS, quantitative
statistics were used to analyze the data, and tables and graphs were used to show the results. The
findings demonstrate that current guidance and counseling practices fall short of the standards
needed to achieve the desired level of academic success. This is directly tied to the self and the
self-conceptualization process for mastering developmental tasks, which is effective practice in
relation to the vision and mission of education. This has an impact on human development.
These are the driving forces behind thorough guiding and counseling practice. Furthermore, the
self and self-actualization are threatened more so toward self-actualization, belonging, safety,
and anticipation as a drive without access to counseling programs. Another issue is that
counseling programs are not well-known, which indicates a lack of acceptance. Reviewing
guidance and counseling procedures is necessary to make sure they adhere to the professional
norms that promote academic excellence and performance. The suggestions are intended to

37
direct policy and impose the practice. The study suggested that a national policy be implemented
to allow secondary schools and teacher training institutes to include advice and counseling in
their curricula. The Ministry of Education should also conduct seminars to inform teachers and
students about a complete approach to guidance and counseling, as well as come up with
substitutes for corporal punishment, which has been outlawed, as a way of discipline. The most
important thing is that it be thorough and extend beyond simple job advice to address
disciplinary concerns, personal, social, and moral issues, as well as assist learning.

2.2.3.4 Role of Guidance Service in Secondary Schools

Counseling and guidance are crucial educational tools for molding a child's orientation away
from harmful notions instilled by classmates. Thus, there is a need for a school counselor who
can help a young person shape their destiny through counseling therapy. Students hold the school
counselor in high regard as a role model. By virtue of their training, counselors are supposed to
make friends with schoolchildren, listen to their complaints and shortcomings, and offer them
advice in an effort to mold them into the appropriate path for their future endeavors. According
to Egbo (2013), "a child's complete development can only occur in an environment conducive to
teaching and learning." Education planners give top priority to all educational services that can
improve teaching and learning in classrooms as a result of the aforementioned realization. One of
the educational services provided by schools is counseling. It is thought that guidance and
counseling services in schools will help to create, evaluate, and improve educational programs,
improve instruction, increase teacher competency, and lower costs for the kids. Therefore, the
purpose of guidance services is to assist students in coordinating their abilities, passions, and
values in order for them to realize their full potential. Achievable life objectives and methods can
be developed with the help of self-awareness. Secondary school students must pick the
appropriate studies and careers after completing the four-year course.

Generally speaking, these two terms have different connotations when used in guidance and
counseling. While the latter typically focuses on assisting pupils with their difficulties, the
former refers to supporting kids' overall growth. In other words, counseling is more supportive
and remedial in nature, whereas guidance work is preventive and developmental in nature
(LaiYeung, 2014). In order to provide guidance and counseling, the trend appears to have shifted

38
from a casework and remedial strategy to a preventive, developmental approach (Gysbers &
Henderson, 1994; Yuen, 2002; Lai-Yeung, 2014). As a result, counseling and coaching are
crucial forms of therapy for students. According to O'Concubhair (1981), guidance in schools is
that part of the educational program that is expressly geared toward assisting students in realizing
their full potential as they prepare for adulthood and the workforce. According to Akinade
(2012), guidance and counseling are methods that help a person become fully aware of himself
or herself as well as how he or she is reacting to environmental factors. It also assists him in
developing and categorizing a set of goals and values for future behavior, as well as in defining a
personal meaning for this particular activity. Oviogbodu (2015) defined counseling as a variety
of techniques used to help a person find solutions to their difficulties. Counseling is more
emotionally invested in the affective learning domain, which includes emotions and sentiments,
values, and attitudes. According to Geshinde (1991; Adebowale (2012); referenced in
Oviogbodu (2015), counseling is an interaction or relationship between two or a small group of
people that is based on trust between the client and the counselor. Counseling is a learning
process in which a counsellor assists a person or people in learning, understanding themselves
and their environment, and being in a position to choose the proper behaviors that will help them
develop, grow, progress, ascend, mature, and step up, educationally, professionally, and socially
(Egbo, 2013). Counseling, in other words, is a transforming process that aids individuals in
learning everything that needs to be learned both inside and outside of the classroom.

2.2.3.5 Effective Guidance Service in Secondary Schools

Zeran and Antony (1962), who were quoted by Tita-Nghamun Johnson Bobga (2016), claimed
that every school must have an excellent guidance program. The ideal atmosphere for a student's
growth and development will be provided by a well-organized guidance service, along with high-
quality instruction. Gichinga (1995) agrees that the advice service in The number of secondary
schools has been rising steadily. In the domains of employment and education, the main
emphasis has been on counseling and advice for personal and social progress. A licensed
counselor in charge of setting up counseling and guiding activities in the school should be in
charge of running an efficient guidance service. According to Makinde (1984), who makes this
observation in Tita-Nghamun Johnson Bobga (2016), The qualified counselor participates in the
creation and development of the guidance and counseling program as well as serving as a leader

39
and consultant for the school's student evaluation service, as well as the curriculum, in relation to
the requirements of the students.

Tita-Nghamun Johnson Bobga (2016) cites Kyungu (1994) in support of their argument that
administrators, teacher counselors, and instructors must actively collaborate to provide effective
guidance and counseling services. The school had to prepare a strategy to engage the help of the
parents and introduce them to the concept of guidance and counseling. As a result, a variety of
counseling and guidance services are provided in an efficient guidance program to help students
grow personally and psychologically and reach adulthood. These services include the following,
according to Shertzer and Stone (1976) in Tita-Nghamun Johnson Bobga (2016):

1. Orientation Programs: Students might benefit from orientation programs to help them better
acclimatize to the school environment. Makinde (1984) said that Every time a new class of
secondary school students is accepted for a new academic year, they go through social and
psychological culture shock. This is because they are no longer receiving psychological support
from their parents, friends, or former teachers. Additionally, there are rules and regulations in the
new environment, and the administrative structure is very different.

In order to help these students acclimatize during such vital changeover moments, orientation
programs are created. In order to familiarize them with the general school environment, good
guiding services are thus attracted.

2. Evaluation Programs: In evaluation programs, a teacher counselor gathers, examines, and

applies a variety of objective facts that can improve understanding of the student. A teacher
counselor will find it challenging to assist a student without adequate and reliable knowledge
about them Makinde (1984). In order for educators to create interesting educational, vocational,
and social programs, it is crucial to collect and make available a variety of facts about each child
through observation, interviewing, testing, history, and social adjustment data.

3. Educational and Occupational Informational Programs: The goal of these programs is to

better teach students about educational, professional, and social opportunities so they may make
more intelligent selections. In secondary schools, students are constantly required to make
choices regarding their social, academic, and career lives. According to Tita-Nghamun Johnson

40
Bobga (2016), citing Mutie and Kochhar (1999), students need knowledge about available jobs,
training options, and academic requirements.

4.Counselling Programmes: By tying a student's abilities, accomplishments, interests, and

manner of adjustment to the new decision they must make, counseling programs are intended to
assist each student assess themselves Gichinga (1995). Students need these services in order to
overcome obstacles in their schoolwork, careers, personal lives, and social relations. The school
is in charge of providing the facilities, materials, and personnel required for each student to
receive the specific assistance they require in order to address their particular problems. Through
one-on-one or group encounters, the services are meant to encourage self-understanding.
Students can learn about the link between health and the environment, practical life skills, and
the knowledge and attitudes that affect success or failure in life by participating in the following
activities. Kyungu (1994) the importance of excellent guidance and counseling in secondary
schools and other educational institutions. A excellent counseling program should improve
children's self-esteem and help them perform better in school.

5. Placement and Follow-Up Programs: Placement programs are vital when students must
decide their path of study for life after high school at the end of secondary school. These
programs support students in making the optimal career decisions as well as the topic
combinations required for particular courses. Placement programs, according to Makinde (1984),
are designed to assist a person in making decisions and maximizing opportunities in and out of
the classroom as well as on the job market. Follow-up services are necessary to monitor or
follow a student beyond school and into the working world. Counselors at schools develop a
thorough plan for staying in touch with former pupils. According to Makinde (1984), The school
keeps the follow-up data and uses it to evaluate how well the whole guidance and counseling
program is working.

2.3 Theoretical Framework

Kombo & Tromp (2006) analyzed that this is a compilation of many thoughts which are related
based on theories. The study relies on prepositions from several theories as follows:

2.3.1 Psychoanalytic Theory by Sigmund Freud

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The Psychoanalytic theory was developed by Sigmund Freud. The theory focuses on the study of
childhood events that could influence their mental functioning for the rest of their lives (Freud &
Bonaparte, 1954). According to Sigmund, human behavior is determined by conscious and
unconscious mind. In order to treat mental problems, psychoanalysis looks at how the conscious
and unconscious minds interact. It focuses on how psychoanalysis is guided by the dynamics of
personality development and personality structure.
Human nature has an exchange of energy and transformation. The release of this energy is called
“Catharsis” Elliot, ( 2015). Sigmund further asserts that personality is composed consciousness,
preconsciousness, and unconsciousness. The conscious mind is aware of what is occurring right
now. Preconscious mind have both conscious and unconscious mind. The unconscious have the
forgotten experiences and memories.
The counselor in a school is a teacher who helps the learner to open up the challenges they are
going through so that the counselor can be able to guide and counsel them appropriately
(Boothby, 2014). The counselor encourages the development of transference allowing the
student under counseling to have a feeling of safety and acceptance. The learner is able to
explore difficult incidences and experiences from his past, gain insight and is in a position to go
through the unresolved issues (Guntrip, 2018). The learner is therefore in a position to go
through a developmental stage that was skipped without being resolved. Finally, counseling in
psychoanalysis helps learners who have been psychologically been affected to be adjusted to the
demands of learning and socializing with others.

The theory is significant to this study because the Lamu West Sub County has learners who are
psychologically disturbed. The effect is likely to affect the learners’ academic performance. The
guidance and counseling teachers are supposed to support the learners deal with the issues
affecting them. Consequently, the learners are going to interact well with the environment
around them. As a result, this will bring about positive effect in their academic performance.

2.3.2 Vygotsky’s Cognitive Development Theory

According to the hypothesis (Vygotsky, 1980), social contact plays a crucial part in how
cognition develops. This is due to the fact that it concentrated on the role that culture has in
children's development of higher mental abilities like speaking and reasoning. According to
Vygotsky, a more knowledgeable other (MKO), such as a teacher, parent, adult, expert, or

42
professional, as well as others like children and computers, is necessary for a kid to learn through
teaching.

He also discussed the two-level Zone of Proximal Development (ZPD). The first stage of
development, known as the "Present Level of Development," outlines what a kid is capable of
achieving on their own. (Berns, 2010). The second level (Potential level of development)
represents what a youngster could be able to accomplish with assistance from others. The Zone
of Proximal Development, as defined by Vygotsky, is the space between levels 1 and 2. The
child might be able to learn knowledge already held by them with the assistance of other, more
knowledgeable individuals, according to his suggestion, but it must be age- and level-appropriate
for the child.

Scaffolding, another component of Vygotsky's theory, was also present. This is the idea that
when an adult helps a child, they will change how much support they give according on the
child's development. (Vygotsky, 2016). As an illustration, consider a mother teaching her
daughter how to be a mature, responsible young lady. She presents the girl with the fundamental
theoretical truths of life before teaching her by example and letting her practice on her own.

As he concentrated on language as a part of cognitive development, Vygotsky also studied the

function of egocentric or private speech, which was founded on the notion that at the start of a
child's existence, language and cognition begin as independent systems within a child's brain
(Donald, 2019). Around the age of three, he thought, these two systems would combine in the
kid, and they would then become interdependent. As A child's communication can be
internalized to become private speech to oneself, and this internalization of language is a crucial
part of a child's cognitive development. The two systems eventually become interconnected.

The zone of proximal development and scaffolding are the two most crucial applications of
Vygotsky's theory that an educator may make. This enables teachers to understand what a
youngster is capable of if given the right support (Vygotsky, 1980). They can then offer the
framework required to assist a child in mastering the skill on their own. Educators must
concentrate on creating an environment that promotes young children to engage in imaginative
play since this will help them develop linguistic and thinking skillsThe students must be free
from all kinds of obstacles. Counseling and guidance can assist in addressing the difficulties that

43
students are facing so that they can properly develop in all areas of development. As a result, if
the learner is missing in any other area of development, it will have an impact on their cognitive
development. Because of this, caregivers and educators must work hard to inform the public
about the effects that guidance and counseling in schools have on students' academic
achievement.

Another theoretical framework

2.3.3 Person-Centered Theory

The primary emphasis of this theory is on the interpersonal contact between the counselor and
the client. The Person-Centered or Client-Centered Theory is what Rogers (1967) referred to it as
in order to imply that his concepts applied to all human interaction rather than just the client-
therapist connection. It is believed that the current person-centered philosophy can help clients
discover new, more meaningful personal meanings about themselves and the world they live in.
The student will concentrate on growth, wellbeing, and adaption (Makinde, 1984; quoted in
Ndirangu, 2007). The model assumes that human contact can only occur under particular
conditions. In the case of guidance and counseling, these standards should take precedence over
the counselor's demonstration during the counselor-client orientation. According to Omulewa
(2000), the counselor must exhibit warmth, unconditional positive respect, and empathy for the
client. According to him, Students can openly express their thoughts and feelings and work
through their own problems in a supportive, comfortable, empathetic, and nonjudgmental setting
where development takes occur (Ndirangu, 2007).
Children perform poorly in class when a guidance and counseling program lacks these
components. When a counselor explains the aforementioned circumstances, clients will behave
more socially and productively, become less defensive, and more open to themselves and their
world. A counselor can help students overcome their feelings of academic failure and low self-
esteem by working to strengthen their capacity for hope and belief that they will be able to
overcome their current struggles and even achieve their full potential (Ndirangu, 2007). Many
students struggle with academic failure and low self-esteem. Teachers should act with kindness,
love, competence, and responsibility to foster a welcome environment for their pupils and give
them the chance to reach their full potential. The teacher counselor should also help the student
develop goals and foster positive self-recognition when they accomplish certain objectives in

44
order to increase academic progress. As a result, teacher counselors should create a positive
environment. (Ndirangu, 2007).

2.3.4 Social Learning Theory

Through the process of learning from their surroundings, people acquire new behaviors. Two
educational techniques are social observation and imitation. This theory was put forth by Albert
Bandura in 1977. This theory holds that delinquency is a behavior that is learned through the
complex process of socialization. The idea holds that behavior is a reflection of how people
imitate and copy others while also picturing the outcomes of their own acts. According to the
idea, learning principles can be applied to change people's behavior (Omulema, 2000; cited in
Ndirangu, 2007). The behavioral approach emphasizes the client's ability to define behavioral
objectives, provides resources and support to help clients get closer to their goals, and helps
clients with a range of problems. Alhaji Thomas (2020) cites Patterson (1962). As a result, this
can be used by teacher counselors to help youngsters with their academic performance.
According to Makinde (1984), how the behavior of the particular student has changed can be
used to assess the efficacy of counseling and its outcomes. This shows that behavioral therapy
can be used in counseling to create an environment where students can alter their behavior to
address their academic challenges by creating conducive learning conditions. Teacher counselors
can make use of behavioral strategies, such as self-management programs and self-directed
behaviors, to assist pupils learn, study, and manage their time in class efficiently. The students'
academic progress will be aided by this. The pupil will be motivated to progress, stay healthy,
and adapt (Makinde, 1984). As a result, the teacher counselor may foster an environment where
students can develop positive self-concepts that will help them succeed in their academic work.
(Ndirangu, 2007).

2.4 Empirical Studies

Eliamani, Richard, and Baguma (2013) conducted a study on the impact of students' access to
guidance and counseling services on their academic experience and professional decision-
making. Methods from both the qualitative and quantitative realms were used. in descriptive and
correlation designs. The study's focus was on students in private secondary schools in Same,
Tanzania. The study was led by four research questions and three hypotheses. 247 people

45
participated in the survey, making 152 respondents the sample size. A questionnaire and an
interview were the tools used to gather the data. The data were analyzed The Pearson moment
correlation was used to assess the hypotheses at the.05 level of significance using the mean and
standard deviation. The results showed that children' school lives are impacted by using guidance
and counseling services. The study is relevant to the current research since it looks at how easy it
is to get counseling and guidance services, which will be taken into account in the current study.

If students are to profit from their education and succeed academically, Njoka (2014) found that
effective support through professional guidance and counseling predicated on a firm
understanding and application of counseling theories is essential.

According to a related study by Ogunsanmi (2011), instructors in South-West Nigerian primary

schools are aware of the value of guidance and counseling services. The study's primary study
population was South-West Nigerian primary school teachers. The study was designed as a
descriptive survey. The study was directed by one research topic and one hypothesis. The study
involved 200 teachers in all. Data were collected via a questionnaire, and analysis of the data
included frequency counts, means, and percentages. A t-test analysis was utilized to evaluate the
hypothesis at a significance level of 0.05. The findings showed that there was no statistically
significant difference between male and female teachers' understanding of the value of guidance
and counseling services in primary schools. Due to the fact that the previous study focused on
guidance and counseling services, which are also the subject of the current study. According to a
study conducted in Rhode Island over a two-year period that looked at relationships between
school counseling practices, secondary school demographics, and student outcomes (Carey,
Dimmitt, and Wilkerson, 2012), there is a strong and consistent correlation between the number
of school counseling services provided and the success of the students. Ndirangu (2007)
established that there were variations in the number of GCS that the secondary schools in the
research area in Kenya had implemented. The results also showed a strong correlation between
students' academic achievement and the guidance and counseling program. Njoka (2014) His
study in Kenya also revealed the importance of providing students with appropriate support
through professional guidance and counseling based on a full understanding and implementation
of counseling theories in order for them to succeed academically. and profit from their learning.
According to a study by Mwamwenda (2004), those with positive self-concepts are more

46
adjusted and have higher academic performance than those with negative self-concepts.
According to the study's conceptualization, GCS was implemented in all secondary schools
nationwide in compliance with Government Circular Number 11 of 2002. The circular gave all
schools and teacher training programs the mandate to set up these services. Using a Systematic
Approach to Guidance and Counseling Services, Sink (2003) conducted a study on Improving
Academic Achievement in Primary Schools. The aim of the study was to determine whether
pupils attending elementary schools with fully implemented comprehensive guidance and
counseling programs (CGCP) would significantly outperform pupils studying in buildings
without such programs (non-CGCP). The study's target audience was children in Washington
state's elementary schools. The study was led by one hypothesis and two research questions.
There were 9, 131 pupils in the study's population. To participate in the study, 150 primary
schools in total were chosen at random. The study questions were answered using the mean and
standard deviation, and a series of factorial multivariate analyses of covariances (MANCOVAs)
were employed to test the hypothesis. A telephone survey questionnaire was used as the data
collection tool. The study's findings show that early elementary-age pupils who spend several
years enrolled in well-established CGCP schools can attain much higher success levels than kids
who attend non-CGCP schools. The research is pertinent because it examines factors that are
similar to those in the current research, such as academic achievement and guidance and
counseling services. A comparable study on guidance and counseling services in secondary
schools as a coping technique for enhanced academic performance of students was also carried
out by Modo, Sanni, Uwah, and Mogbo (2013). The goal of the study was to ascertain how
secondary school guidance and counseling programs affected students' academic performance in
Uyo Municipality, Akwa Ibom State. The study's attention was directed toward SS 3 students in
Uyo, Akwa Ibom State, public secondary schools. The study was directed by three research
questions and three hypotheses. Ex-post factor was the study's chosen design strategy. 2,520
senior students from Uyo municipality's public secondary schools made up the study's sample
size. There were 252 total students in the sample. A questionnaire with the title "Guidance and
Counselling Services and School Academic Performance Questionnaire" (GCSAPA) served as
the data gathering tool. T-test was used to assess the data. The findings showed that students who
benefited from counseling performed better than those who did not. Given that it examined

47
similar factors, the study is pertinent to the current one, including academic accomplishment and
guidance and counseling services.

Ondima, Mokogi, Ombaba, and Osoro (2013) conducted a study on the Enhancing students'
academic, professional, and personal competencies through guidance and counseling programs.
The secondary school pupils in Kenya's Nyamira District were the study's primary audience.
Finding out how secondary school students, principals, and teacher counselors interact was the
study's main objective about how well the guidance and counseling program helped students
develop their academic, professional, and personal skills. Ex-post factor causal comparative
design was used in the investigation. The study was led by one hypothesis and three research
questions. From a total population of 3752, 338 respondents made up the study's sample. Open-
ended and closed-ended questionnaires as well as interview schedules were used as data
gathering tools. The data were analyzed using means, frequencies, and percentages, and the
hypothesis was tested using one-way analysis of variance (ANOVA). The results showed that the
academic, professional, and personal capabilities of students were perceived to be improved by
the school's guidance and counseling program. The focus of this study, This study looks at how
well guidance and counseling programs work at improving students' academic, professional, and
personal competencies, which ties it to that topic.

According to a study by Mwamwenda (2004), those with positive self-concepts are more
adjusted and outperform those with negative self-concepts in academic settings. According to the
study's conceptualization, GCS was implemented in all secondary schools nationwide in
compliance with Government Circular Number 11 of 2002. The circular gave all schools and
teacher training programs the mandate to set up these services. Although the majority of African
nations are aware of the crucial role that structured guidance and counseling programs play, there
aren't enough studies that evaluate how well these services are working to help students make
better decisions now and in the future. (Folkman & Moskowit, 2004)

48
 CHAPTER THREE

METHODOLOGY

The following headings are used to categorize the methodologies employed in the study:
research design, study population, sample and sampling methodology, instrument validity,
instrument reliability, and method of data analysis.

3.1 Design

49
The study will use an experimental design to examine the therapeutic effect of group counseling
on the Study Habit of secondary school students. The study's target population would be 120
senior secondary SS 2 students from two chosen secondary schools in Abeokuta Area of Ogun
State. However, the selection of the 120 pupils will be chosen at random to serve as the study's
sample.

3.2 Population

The population of the study will be made up of SS2 students from two secondary schools that
would be chosen, whose ages range from 14 to 18. The Nigerian educational system does not
precisely tie class level to age. There are requirements for school age, but no law requiring
compliance.

3.3 Sample and Sampling Techniques

There would be 30 boys and 30 females in the study's sample. Through randomization utilizing
odd and even numbers, thirty (30) students will be allocated to the experimental group and thirty
(30) students to the control group. This cohort will be chosen since the researchers will observe it
during a counseling program, therefore students will primarily display poor study habits towards
education.

3.4 Instrument

Qualitative methods: a r e helpful for gathering information about individuals' experiences,

perceptions, feelings, beliefs, and behaviors. They can be used to investigate the possible
influences of phenomena and gain knowledge that is more difficult to gather using quantitative
methods (Smith, 2007). Semi-structured interviews are a popular qualitative technique for

50
gathering information about people's opinions and experiences (Hays & Wood, 2010). Group,
semi-structured interviews will be used as the primary qualitative research method in this study.
Semi-structured interviews give the researcher the chance to learn more about the participants'
thought processes, which may be useful in developing more effective study strategies for
students. To better comprehend people's belief systems and to capture the variety of attitudes
regarding their SH, this technique of inquiry offers a versatile approach for gathering rich, in-
depth data about individuals.

Quantitative Methods

The students will be asked to complete a test with 20 questions in order to get quantitative
data about their study habits and methods for the before and after treatments.

3.5 Validity and Reliability of the Instrument

The Department of Education's experts will validate the tool. To assess the validity of the
Group Counselling on Students' Study Habit (GCSSH), a pilot study will be carried out. The
results of this investigation will demonstrate the validity of the GCSSH as an instrument for
this study.

3.6 Administration of Instrument

Before collecting the questionnaires, the researcher will offer the instruments to respondents
who give them enough time to complete them. This will guarantee a high return rate and
provide respondents the chance to ask questions about anything they might find challenging to
grasp.

3.7 Method of Data Analysis

The researchers' Group Counselling on Students' Study Habit (GCSSH) will be used to gather
data. The GCSSH will have two sections; Section A will include questions on the students'
demographic data. Additionally, there will be 20 questions in the form of statements in Section B
that the students must respond to. The t-test will be used to examine the hypotheses given at 0.05
level of significance, while descriptive statistics like mean scores and standard deviation will be
used.

51
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