A STUDY OF THE INFLUENCE OF GUIDANCE AND COUNSELING ON ACADEMIC PERFORMANCE: A CASE STUDY OF SENIOR SECONDARY SCHOOLS IN MAKURDI, BENUE STATE

A STUDY OF THE INFLUENCE OF GUIDANCE AND COUNSELING ON ACADEMIC PERFORMANCE: A CASE STUDY OF SENIOR SECONDARY SCHOOLS IN MAKURDI, BENUE STATE

CHAPTER ONE: INTRODUCTION

1.1 Background of the Study

Education serves as a fundamental pillar for individual and national development, and academic performance is often used as a benchmark to evaluate educational success. However, academic success does not rely solely on cognitive abilities or instructional quality; it also depends significantly on psychological, emotional, and social support structures that help students navigate the challenges of school life. Among these support mechanisms, guidance and counseling services play an essential role in assisting students to cope with academic pressures, make informed decisions, and develop positive attitudes towards learning (Egbochuku & Alika, 2010).

Guidance and counseling in schools encompass a range of services, including academic advising, personal-social support, and career planning. These services are designed to foster holistic development, improve student engagement, and reduce maladaptive behaviors that interfere with academic achievement. In Nigeria, the National Policy on Education mandates the integration of guidance and counseling into the educational system as a strategy to enhance student development and performance (Federal Republic of Nigeria, 2013). Despite this policy directive, the actual implementation of counseling services in many Nigerian public schools remains limited due to resource constraints, lack of trained personnel, and low prioritization by school administrators (Nwachukwu, 2014).

In Benue State, and particularly in Makurdi, the capital city, senior secondary schools serve a large and diverse student population facing academic, emotional, and social pressures. Many of these students come from backgrounds marked by economic hardship, family instability, and community-level insecurity. In such an environment, the availability and utilization of effective guidance and counseling services could provide much-needed support to improve student academic outcomes. However, anecdotal reports and limited empirical studies suggest that many schools either lack structured counseling programs or operate with unqualified counselors, resulting in minimal impact on students' academic performance (Olayinka & Aremu, 2017).

Given these challenges, there is a growing need to explore how guidance and counseling services, when properly implemented, influence students' academic success. Such an inquiry is particularly timely in the context of Nigeria's ongoing efforts to reform its educational sector and promote inclusive, student-centered learning environments. This study focuses on senior secondary schools in Makurdi, Benue State, and aims to assess the role of guidance and counseling in shaping students’ academic outcomes.

1.2 Statement of the Problem

Despite the growing importance of guidance and counseling in fostering academic achievement, many senior secondary schools in Nigeria, including those in Makurdi, operate without fully functional counseling units. Where these services exist, they are often underfunded, poorly structured, and inadequately staffed. Students are, therefore, deprived of critical academic and emotional support, which can result in decreased motivation, poor time management, and failure to set academic goals. Consequently, students underperform or drop out altogether, contributing to Nigeria’s broader educational challenges (Obiunu, 2015).

Although studies have highlighted the relevance of guidance and counseling to student development, there remains a dearth of empirical data specific to its influence on academic performance in the Makurdi context. Questions persist about whether students in this region benefit from such services and how these interventions translate into measurable academic improvement. This study seeks to address this gap by investigating the extent to which guidance and counseling services in Makurdi senior secondary schools affect academic performance, considering both student perceptions and actual academic outcomes.

1.3 Objectives of the Study

To examine the availability and quality of guidance and counseling services in senior secondary schools in Makurdi, Benue State.

To determine the influence of guidance and counseling on the academic performance of students.

To identify challenges affecting the effective delivery of guidance and counseling services in the study area.

1.4 Research Questions

What guidance and counseling services are available in senior secondary schools in Makurdi?

How do guidance and counseling services influence the academic performance of students?

What are the major challenges hindering effective counseling service delivery in these schools?

1.5 Research Hypotheses

H0₁: There is no significant relationship between the provision of guidance and counseling services and students' academic performance in Makurdi.

H0₂: The quality of guidance and counseling services does not significantly influence academic performance in senior secondary schools.

1.6 Significance of the Study

This study holds relevance for multiple stakeholders, including educational policymakers, school principals, teachers, counselors, parents, and students. The findings will provide empirical insights into how guidance and counseling services affect academic outcomes, thereby supporting efforts to strengthen these services in Nigerian schools. Policymakers can use the results to allocate resources more effectively and design targeted interventions, while educators can adopt best practices to enhance student support systems. Ultimately, the study aims to contribute to improved academic achievement and overall student development in Benue State and beyond.

1.7 Scope and Limitation of the Study

The study is limited to public senior secondary schools within Makurdi Local Government Area of Benue State. It focuses on the structure, effectiveness, and challenges of guidance and counseling services and their influence on students’ academic performance. Limitations may include uneven distribution of counseling programs across schools, reluctance of respondents to disclose personal experiences, and restricted access to academic performance records.

1.8 Operational Definition of Terms

Guidance and Counseling Services: A set of professional support activities provided in schools to assist students in academic, personal, and career development.

Academic Performance: The level of success a student achieves in their studies, typically measured by test scores, grades, and academic progress.

Senior Secondary Schools: Schools in Nigeria offering education for students typically aged 15–18, corresponding to SS1–SS3 levels.

Makurdi: The capital of Benue State, Nigeria, and the geographic focus of this study.

1.9 Structure of the Study

This research is organized into five chapters. Chapter One introduces the background, problem, and objectives of the study. Chapter Two presents a detailed review of related literature and theoretical frameworks. Chapter Three outlines the methodology employed. Chapter Four analyzes the data collected and discusses the findings. Chapter Five concludes with recommendations and suggestions for future research.

References

Egbochuku, E. O., & Alika, I. H. (2010). Remediating career choice problems among adolescents: The Nigerian experience. African Research Review, 4(1), 155–167.

Federal Republic of Nigeria. (2013). National Policy on Education (6th ed.). Lagos: NERDC Press.

Nwachukwu, F. J. (2014). The role of guidance and counselling in secondary schools in Nigeria. Journal of Education and Practice, 5(10), 72–80.

Obiunu, J. J. (2015). The impact of guidance and counselling services on students' academic performance. Edo Journal of Counselling, 6(1), 34–42.

Olayinka, M. S., & Aremu, A. O. (2017). School counselling services and academic performance of students in Nigerian public secondary schools. International Journal of Education and Research, 5(6), 123–132.