Evaluation of Counseling Effectiveness on Students Study Habit Differentials and Academic Achievements
Comfort W Agi* and Eric C Amadi
Department of Educational Foundations, Rivers State University of Science and Technology, Port Harcourt, Nigeria
- Corresponding Author:
- Comfort W Agi
Department of Educational Foundations
Rivers State University of Science and Technology
Port Harcourt, Nigeria
E-mail: [email protected]
Received date: March 05, 2013; Accepted date: April 26, 2014; Published date: May 07, 2015
Citation: Comfort W Agi and Eric C Amadi (2014) Evaluation of Counseling Effectiveness on Students Study Habit Differentials and Academic Achievements. Arab J Bus Manage Rev 5:3.
Copyright: © 2015 Agi CW. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Students’ performance in English Language as a result of counseling on techniques of effective study was investigated. 80 students (40 boys and 40 girls) randomly selected in each of two mixed schools were used for the study. In both experimental and control groups, concept knowledge test and study habit problem inventory were the pre-treatment measures used to establish equivalence of the two groups, while the concept Achievement test, based on the English Language concepts taught, was administered at the end of the experiment to both groups to assess the effects of the counseling on students’ performance in the subject. The results revealed the counseled students performed significantly better than uncounseled students (t=3.62, df 88, p<.01).