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Project – THERAPEUTIC EFFECTS OF GROUP COUNSELLING ON STUDY HABIT PROBLEMS OF SECONDARY SCHOOL

Project – THERAPEUTIC EFFECTS OF GROUP COUNSELLING ON STUDY HABIT PROBLEMS OF SECONDARY SCHOOL

Guidance and Counselling Research Project
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Project – THERAPEUTIC EFFECTS OF GROUP COUNSELLING ON STUDY HABIT PROBLEMS OF SECONDARY SCHOOL

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CHAPTER ONE

INTRODUCTION

1.1. Background to the Study

Group counselling has been identified as a significant therapeutic approach in addressing study habit problems among secondary school students. According to a study by Prapavessis et al. (2016), group counselling provides a supportive environment that encourages students to share their experiences and learn from each other. This approach has been found to improve students’ study habits by promoting self-discipline, time management, and effective study strategies.

In a similar vein, a study by Akos and Galassi (2004) found that group counselling significantly improved students’ academic performance. The researchers attributed this improvement to the development of positive study habits. The group setting allowed students to learn from their peers’ experiences and adopt effective study strategies. This finding underscores the importance of group counselling in promoting positive study habits among secondary school students.

However, the effectiveness of group counselling in improving study habits is not without controversy. Some studies, such as the one by DeLucia-Waack (2006), have questioned the long-term effectiveness of group counselling. The study found that while group counselling improved students’ study habits in the short term, these improvements were not sustained over time. This suggests that group counselling may need to be supplemented with other interventions to ensure long-term improvements in study habits.

Despite these concerns, the majority of the literature supports the use of group counselling as a therapeutic intervention for study habit problems. For instance, a study by Shechtman and Leichtentritt (2004) found that group counselling not only improved students’ study habits but also their overall academic performance and self-esteem. This suggests that group counselling has a holistic impact on students, addressing not only their study habits but also their overall well-being.

The therapeutic effects of group counselling on study habit problems of secondary school students are well-documented in the literature. While some studies question the long-term effectiveness of this approach, the majority of the research supports its use as a therapeutic intervention. However, more research is needed to determine the most effective ways to implement and supplement group counselling to ensure long-term improvements in study habits.

1.2. Statement of the Problem

The problem of poor study habits among secondary school students is a significant issue that has been widely recognized in the educational sector. According to a study by Crede and Kuncel (2008), poor study habits can lead to lower academic performance and increased stress levels among students. This problem is not only detrimental to the students’ academic success but also to their overall well-being.

Group counselling has been identified as a potential solution to this problem. Group counselling provides a supportive environment where students can share their experiences, learn from others, and develop effective study strategies (Gladding, 2016). However, the therapeutic effects of group counselling on study habit problems of secondary school students have not been thoroughly investigated.

The lack of empirical evidence on the effectiveness of group counselling in improving study habits is a significant gap in the literature. A study by Akos and Galassi (2004) suggested that group counselling could improve students’ academic performance, but the study did not specifically focus on study habits. Therefore, it is unclear whether the improvements in academic performance were due to improved study habits or other factors.

Furthermore, the mechanisms through which group counselling may improve study habits are not well understood. According to Yalom and Leszcz (2005), group counselling can provide social support, promote self-understanding, and facilitate behavior change. However, it is unclear how these processes may specifically relate to the improvement of study habits.

Moreover, the specific components of group counselling that may be effective in improving study habits are not well defined. For instance, it is unclear whether the group format itself is beneficial, or whether specific counselling techniques or interventions are necessary (Corey, Corey, & Corey, 2017).

Furthermore, while group counselling has been suggested as a potential solution to the problem of poor study habits among secondary school students, there is a lack of empirical evidence supporting its effectiveness. Further research is needed to investigate the therapeutic effects of group counselling on study habit problems and to identify the specific components and mechanisms that may contribute to its effectiveness.

1.3 Aim and Objectives of the Study

The aim of the study is to examine therapeutic effects of group counselling on study habit problems of secondary school. The specific objectives of the study are:

  1. To evaluate the effectiveness of group counselling in improving the study habits of secondary school students.
  2. To identify the study habit problems that secondary school students commonly face.
  3. To find out the psychological and emotional impacts of group counselling on secondary school students.
  4. To assess the long-term benefits of group counselling on the academic performance.

 1.4 Research Questions

The research questions are buttressed below:

  1. How effective is group counselling in improving the study habits of secondary school students?
  2. What are the common study habit problems that secondary school students face?
  3. What are the psychological and emotional impacts of group counselling on secondary school students?
  4. What are the long-term benefits of group counselling on the academic performance of secondary school students?

 1.5. Research Hypothesis

The hypothetical statement of the study is buttressed below:

Ho: Group counselling is not effective in improving the study habits of secondary school students

H1: Group counselling is effective in improving the study habits of secondary school students

 1.6. Significance of the Study

The significance of studying the therapeutic effects of group counselling on study habit problems of secondary school students cannot be overstated. This research is crucial as it seeks to understand the impact of group counselling on students’ study habits, which are fundamental to their academic success. Poor study habits can lead to low academic performance, which can have long-term effects on a student’s future prospects.

The study is significant as it could provide valuable insights into the effectiveness of group counselling as a therapeutic intervention for improving study habits. If group counselling is found to be effective, it could be incorporated into school programs to help students struggling with study habit problems. This could potentially improve their academic performance and overall school experience.

Furthermore, the research could shed light on the specific study habit problems that secondary school students commonly face. This information could be used to tailor group counselling sessions to address these specific issues, making the intervention more targeted and potentially more effective.

The study also has the potential to uncover the psychological and emotional impacts of group counselling on secondary school students. Understanding these impacts could help educators and counsellors to better support students’ mental health, which is closely linked to their academic performance.

In the long term, the study could contribute to the development of more effective strategies for improving study habits and academic performance among secondary school students. The findings could inform policy decisions and educational practices, leading to more supportive learning environments for students.

Lastly, the study is significant because it could stimulate further research in this area. The findings could provide a foundation for future studies exploring different aspects of group counselling and its effects on students’ study habits, academic performance, and mental health. This could ultimately lead to a deeper understanding of how to best support students in their academic journeys.

1.7. Scope of the Study

The study examines the therapeutic effects of group counselling on study habit problems of secondary school. The study is restricted to Chikun Local Government Area, Kaduna State.

1.8 Operational Definition of Terms

  1. Therapeutic Effects: These are the beneficial consequences of a treatment or intervention, such as group counselling. They can be physical, psychological, or emotional improvements observed in individuals after the treatment.
  2. Group Counselling: This is a form of therapy where a small group of people meet regularly with a trained therapist to help themselves and one another. The group context and group process is explicitly utilized as a mechanism of change by developing, exploring and examining interpersonal relationships within the group.
  3. Study Habit: This refers to the regular tendencies and practices that one engages in during the process of studying. It can involve aspects like the time one dedicates to studying, the place where one prefers to study, the general organization of study materials, and the strategies used to review and understand the material.
  4. Problems: In this context, problems refer to the difficulties or challenges that secondary school students may face in their study habits. These could include lack of focus, procrastination, poor time management, ineffective study techniques, and so on.
  5. Secondary School: This is an educational institution where students usually receive secondary education, typically between the ages of 11 and 18, after primary school and before higher education. The exact age range may vary in different countries.

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