Project – Effect of guidance and counseling on English students’ performance in secondary schools

CHAPTER ONE

INTRODUCTION

• Background to the Study

The role of guidance and counseling in secondary education has garnered increasing attention in recent years, particularly concerning its influence on academic performance in specific subjects like English. Studies show that guidance and counseling services contribute significantly to students’ emotional, social, and academic development. According to Gysbers and Henderson (2012), a well-structured guidance and counseling program supports students in goal setting, personal development, and problem-solving—all of which can positively influence their academic performance, including in language arts.

Academic performance in English, a core subject in most secondary curricula, often reflects students’ proficiency in communication, comprehension, and critical thinking. Counselors help students develop the soft skills necessary for success in English, such as confidence, expression, and stress management. As noted by Okobiah and Okorodudu (2004), students who receive regular counseling demonstrate improved classroom participation and reduced test anxiety, which are key factors in mastering English. These psychosocial supports are critical for students who may struggle with the subject due to fear or poor self-esteem.

Furthermore, research indicates that guidance and counseling can help mitigate external challenges that impede English performance. For instance, Arowolo (2013) found that students who come from underprivileged backgrounds or who experience family-related stressors tend to perform poorly in English. Counseling interventions address these challenges by equipping students with coping strategies, thereby improving their focus and learning outcomes. This holistic approach ensures that students’ personal issues do not hinder their academic growth.

Teachers also benefit from guidance programs, as collaboration with counselors enables them to better understand students’ behavioral and academic needs. According to Mutie and Ndambuki (1999), when teachers work with counselors to identify students who struggle with English, they can adopt differentiated instruction techniques that align with students’ individual learning styles. This collaborative effort creates a supportive learning environment that enhances student engagement and comprehension in English classes.

Moreover, career counseling encourages students to appreciate the relevance of English in their future academic and professional lives. When students recognize the practical value of strong communication skills, their motivation to excel in English tends to increase. As Gitonga (1999) emphasizes, career guidance aligns academic efforts with students’ goals, making the study of English more meaningful and goal-oriented. Such motivation can lead to improved academic results over time.

In conclusion, the literature suggests that guidance and counseling play a pivotal role in improving secondary school students’ performance in English. By addressing academic, personal, and social factors, counseling services create a conducive environment for language learning. Continued integration of counseling services in secondary schools is essential, not only for improving English performance but also for promoting students’ holistic development.

• Statement of the Problem

Academic performance in English language subjects remains a major concern in many secondary schools, especially in regions where English is a second language. Despite the subject’s central role in communication, education, and future career opportunities, a significant number of students continue to perform poorly in English. This persistent underachievement affects students’ overall academic outcomes, limits their access to higher education, and hinders their future employability. While several factors may contribute to this trend, limited attention has been given to the impact of guidance and counseling services as a means to address these challenges.

In many secondary schools, the implementation of guidance and counseling programs is either insufficient or entirely absent. Where such services exist, they are often underfunded, understaffed, or poorly integrated into the school system. This neglect undermines the potential benefits of counseling in supporting students’ academic and personal development. Without proper emotional, psychological, and academic guidance, students are left to struggle with issues such as low self-esteem, exam anxiety, poor time management, and lack of motivation—factors that directly impact their performance in English.

Moreover, English as a subject requires more than rote learning; it demands confidence in communication, critical thinking, and creativity. These skills are significantly influenced by a student’s mental and emotional well-being, areas where guidance and counseling can offer crucial support. However, schools rarely recognize or prioritize the connection between emotional health and performance in language subjects. As a result, students who experience personal difficulties may be unable to concentrate or participate effectively in English lessons, thereby falling further behind.

Another issue is that many educators and school administrators do not fully appreciate the role of counseling in enhancing academic achievement. Guidance and counseling are often viewed as separate from the teaching process rather than as complementary tools that support academic success. This misconception leads to inadequate collaboration between teachers and school counselors, making it difficult to address students’ academic weaknesses holistically. The lack of coordination ultimately results in missed opportunities for early intervention in cases of academic decline.

Additionally, there is a shortage of empirical data in many regions to demonstrate the direct relationship between guidance and counseling and students’ performance in English. While anecdotal evidence and case studies suggest a positive link, systematic studies are lacking, especially in the context of developing nations. This gap in research makes it challenging for educational policymakers to justify allocating resources to counseling programs, even though they could play a transformative role in improving academic outcomes.

Given these issues, it becomes crucial to investigate the extent to which guidance and counseling services influence students’ performance in English in secondary schools. Identifying the relationship between counseling support and academic performance will help stakeholders better understand the value of such services. It may also lead to the implementation of more effective policies and practices that integrate counseling into the broader educational framework to improve student outcomes in English and beyond.

• Aim and Objectives of the Study

The aim of the study is to examine the effect of guidance and counseling on English students’ performance in secondary schools in Nnewi South local government Area of Anambra State. The specific objectives are:

1. To assess the performance levels of English students in secondary schools.
2. To investigate the impact of guidance and counseling programs on students’ academic achievement in English.
3. To analyze the relationship between students’ participation in counseling sessions and their English language skills.
4. To identify any challenges that students face in improving their English performance.

• Research Questions

The research questions are buttressed below:

1. What are the performance levels of English students in secondary schools?
2. How does participation in guidance and counseling programs impact students’ academic achievement in English?
3. What is the relationship between students’ participation in counseling sessions and their English language skills?
4. What challenges do students face in improving their English performance?

1.5. Research Hypothesis

The hypothetical statement of the study is buttressed below:

Ho: Students’ participation in counseling sessions will not affect their English language skills

H1: Students’ participation in counseling sessions will affect their English language skills

• Significance of the Study

This study is significant as it sheds light on the critical role of guidance and counseling in enhancing the academic performance of secondary school students, particularly in English—a subject essential for communication, academic success, and career development. With English serving as the medium of instruction in many countries and a major requirement for further education, understanding factors that influence performance in this subject is vital. This research provides data-driven insights into how counseling interventions can help students overcome learning obstacles and perform better in English.

For school administrators and policymakers, the study offers valuable information for planning and implementing effective guidance and counseling programs. By establishing a link between counseling services and improved academic outcomes in English, the research can justify the allocation of resources toward hiring trained counselors and integrating counseling into school routines. The findings may also inform the development of policies aimed at improving the psychological, emotional, and academic support structures within schools.

Teachers and educators will also benefit from the study, as it emphasizes the importance of collaboration with school counselors to address student challenges holistically. Understanding how emotional and personal issues affect classroom performance in English will enable teachers to adopt more empathetic and responsive teaching strategies. Additionally, the study may encourage teachers to refer students for counseling services and to incorporate socio-emotional learning into their instructional practices.

The study is equally beneficial to students, as it highlights the positive impact of guidance and counseling on their academic journey. When students receive timely and effective counseling support, they are more likely to develop confidence, improve time management, and reduce exam-related stress—factors that directly contribute to better performance in English. Awareness of available counseling services may also empower students to seek help when facing academic or personal difficulties.

Parents and guardians stand to gain from this research as well. By understanding the importance of guidance and counseling, they may become more supportive of school-based counseling initiatives. This can foster stronger home-school collaboration in addressing issues that affect student learning, particularly in subjects that are foundational to future success like English. The study can also encourage parents to be more engaged in their children’s emotional and academic well-being.

Lastly, this research contributes to the academic body of knowledge on educational guidance and its effects on subject-specific performance. It fills a gap in the existing literature, especially in contexts where empirical data on the relationship between counseling and English performance is limited. Future researchers can use this study as a foundation for further exploration into how targeted counseling strategies influence academic achievement in other subjects or educational levels.

1.7. Scope of the Study

The study examines the effect of guidance and counseling on English students’ performance in secondary schools in Nnewi South local government Area of Anambra State.

1.8. Operational Definition of Terms

1. Effect: An effectrefers to the change or outcome that is a result of a particular action, condition, or influence. In the context of this study, it refers to the impact that guidance and counseling services have on students’ academic performance in English.
2. Guidance and Counseling: Guidance and counselingare structured support services provided in schools to help students in their educational, emotional, social, and career development.

Guidance typically involves helping students make informed choices regarding their academics or future careers, while counseling provides more personal and psychological support to help students cope with challenges affecting their performance or well-being.

3. English: Englishrefers to the subject taught in secondary schools that encompasses reading, writing, speaking, and listening skills. It includes grammar, vocabulary, literature, and composition, and is often the medium of instruction in many educational systems, making it a critical subject for academic success.
4. Students’ Performance: Students’ performancerefers to how well students achieve or demonstrate their academic skills and knowledge in school subjects. In this context, it specifically relates to how students perform in English language assessments, assignments, examinations, and classroom activities.
5. Secondary School: Secondary schoolis the educational level that comes after primary (elementary) education and before tertiary (higher) education. It typically includes students aged between 12 and 18 years and is often divided into lower and upper secondary levels. In most systems, it prepares students for national examinations and higher education or vocational training.

Project – Effect of guidance and counseling on English students’ performance in secondary schools