DEPARTMENT O F EDUCATIONAL EVALUATION AND COUNSELLING PSYCHOLOGY

The study investigated the Influence of guidance and Counselling Service on the career
choice of female secondary school student in Edo State. To achieve the purpose of the study 5 research questions were raised and answered. The descriptive survey research method was adopted for the study. The sample for the study comprised 150 female students, with 50 students selected from each of the three secondary schools in Egor, redo and Ikpobahoka local government area of Edo state. Data collected was analysed using descriptive statistics, precisely mean and standard deviation. The research instrument used for data collection was a structured questionnaire titled “Influence of Guidance and Counselling Services on Career Choice Questionnaire (IGCSCCQ).” The constructed questionnaire for the study was presented to the project Supervisor to confirm for content validity. The cronbrach Alpha method was used to determine reliability of the instrument. The questionnaire was administered to a group of 20 respondents which were not part of the population. A cronbrach Alpha coefficient Of .832 was obtained, this shows that the instrument was reliable. The study investigate the influence of guidance and Counselling services on the career choice of female secondary school students in Edo state To achieve the purpose of the study 5 research questions were raised and answered. The descriptive survey research method was adopted for the study. The sample for the study comprised 150 female students, with 50 students selected from each of the three secondary schools in Egor, 9 Oredo and Ikpobahoka local government area of Edo state. Data collected was analyzed using descriptive statistics, precisely mean and standard deviation. The research instrument used for data collection was a structured questionnaire titled “Influence of Guidance and Counselling Services on Career Choice Questionnaire (IGCSCCQ).” The constructed questionnaire for the study was presented to the project Supervisor to confirm for content validity. The cronbrach Alpha method was used to determine reliability of the instrument. The questionnaire was administered to a group of 20 respondents which were not part of the population. A cronbrach Alpha coefficient Of was obtained. This shows that the instrument was reliable. The findings revealed that guidance and counselling services play a significant role in improving students’ career awareness and decision-making. Students who received counselling reported greater confidence in choosing career paths aligned with their interests and strengths. Additionally, guidance counsellors were found to be instrumental in providing career information, yet the study identified various challenges affecting the effectiveness of career counselling services, such as a lack of trained counsellors, high student-to- counsellor ratios, and limited career resources. The study recommend that Career guidance should be fully integrated into the secondary school curriculum, with structured counselling sessions held regularly. This will ensure that students receive consistent career guidance rather than occasional counselling sessions.

The study was carried out to determine “Gender differences in the psychosocial adjustment of secondary school for single parenting in Egor local government area, population for the study consist of two thousand seven hundred and sixty (2760) SSII students from the 14 public senior secondary schools in Egor local government area of Edo state. the sample size selected for this study is two hundred and seventy six (276) SSII students which is 10% of the total population, selected randomly using simple random sampling technique. The instrument for the study was a question on gender differences in the psychosocial adjustment of secondary school for single parenting in Egor Local Government Area . To ensure the reliability of the instrument, the Pearson Product Moment Correlation Co-efficient was used in and a co-efficient value of 0.89 was obtained. The data collected were analyzed using PPMC statistics. Findings from the study revealed that; Female students from single-parent households tend to exhibit better academic performance compared to their male counterparts, male students from single-parent households experience higher levels of emotional distress or behavioral problems compared to their female counterparts, Female students are more likely to seek and receive social support from peers, teachers, and extended family members compared to male students. This gender difference in social support networks could contribute to variations in psychosocial adjustment, with females potentially demonstrating greater resilience, the following recommendations were made; There should be tailored support programmes targeting gender-specific needs: Recognize that male and female students may experience different psychosocial challenges due to single parenting. Implement support programmes that address these unique needs, whether it's mentorship for boys or empowerment workshops for girls, There should be regular gender-sensitive counseling sessions: Introduce regular counseling sessions within schools that are sensitive to gender differences. These sessions can provide a safe space for students to discuss their concerns, explore coping strategies, and build resilience in the face of psychosocial challenges.

This study was designed to investigate the influence of study habits and peer pressure on academic performance among university students. Two research questions were raised to guide the study. The questions raised and examined include: What is the influence of study habits on the academic performance of university students? What is the influence of peer pressure on the academic performance of university students? The study adopted a correlational survey research design to examine the relationship between study habits, peer pressure, and academic performance among university students. The population of this study consists of 323 students in the Department of Educational Evaluation and Counselling Psychology (EECP), Faculty of Education, University of Benin, Benin City. The population comprises students across all levels as follows: 400 level – 47, 300 level – 81, 200 level – 89, and 100 level – 106. The sample size of 100 was considered adequate and manageable for effective data collection, analysis, and generalization of findings within the department. The main instrument for data collection in this study was a structured questionnaire. The reliability of the instrument was determined using the Cronbach Alpha method to measure the internal consistency of the items. The questionnaire was administered once to a group of 200-level students who were not part of the study sample. The analysis produced a reliability coefficient of 0.82, indicating that the instrument was reliable and internally consistent for data collection. The data collected for this study were analyzed using descriptive statistics, such as mean and standard deviation, to answer the research questions. Findings from the study indicates that students agreed that study habits significantly influence their academic performance. It was also discovered that peer pressure plays a vital role in shaping students’ attitudes toward learning and achievement. From the study it was recommended that students should be encouraged to develop and maintain positive study habits such as effective time management, regular reading, goal setting, and consistent class preparation. It was also recommended that the University of Benin should also organize study skills workshops to help students improve their learning strategies

This study examined the factors contributing to academic stress among first-year students in the Faculty of Education, University of Benin. The study focused on four major stress indicators which include academic workload, course demands, challenges in adaptation, and pressure to achieve high academic performance. A descriptive survey research design was adopted, and data were collected from 140 randomly selected first-year students using a structured questionnaire with verified reliability. Descriptive statistics such as mean and standard deviation were used to answer the research questions, while the Pearson Product Moment Correlation Coefficient was employed to test the hypotheses at a 0.05 level of significance. The results showed that academic workload had a significant positive relationship with academic stress (r = 0.319, p < 0.01), indicating that heavy coursework, numerous assignments, and difficulty keeping up with academic tasks contribute to students’ stress. Course demands also showed a significant positive relationship with academic stress (r = 0.366, p < 0.01), suggesting that high expectations, complex course content, and frequent heighten students’ anxiety. Adaptation challenges were found to significantly increase stress levels (r = 0.482, p < 0.01), especially in relation to adjusting to new learning styles, large classes, and academic independence. The strongest contributor to academic stress was the pressure to achieve high academic performance (r = 0.737, p < 0.01), driven by fear of failure, family expectations, and the desire to maintain a high CGPA. The study concludes that academic stress among first-year students is multidimensional, arising from both academic requirements and personal expectations. It highlights the need for improved academic guidance, supportive learning environments, and strengthened counselling services to help students adjust effectively to university life. The study recommends a review of academic workload, improved teaching strategies, structured mentorship programmes, and increased psychological support to enhance students’ wellbeing and academic success

The study was carried out to determine “Gender differences in the psychosocial adjustment of secondary school for single parenting in Egor local government area, population for the study consist of two thousand seven hundred and sixty (2760) SSII
students from the 14 public senior secondary schools in Egor local government area of Edo state. the sample size selected for this study is two hundred and seventy six (276) SSII students which is 10% of the total population, selected randomly using simple
random sampling technique. The instrument for the study was a question on gender differences in the psychosocial adjustment of secondary school for single parSenting in Egor Local Government Area . To ensure the reliability of the instrument, the Pearson Product Moment Correlation Co-efficient was used in and a co-efficient value of 0.89 was obtained. The data collected were analyzed using PPMC statistics. Findings from the study revealed that;Female students from single-parent households tend to exhibit better academic performance compared to their male counterparts,male students from single-parent households experience higher levels of emotional distress or behavioral problems compared to their female counterparts,Female students are more likely to seek and receive social support from peers, teachers, and extended family members compared to male students. This gender difference in social support networks could contribute to variations in psychosocial adjustment, with females potentially demonstrating greater resilience,the following recommendations were made;There should be tailored support programmes targeting gender-specific needs: Recognize that male and female students may experience different psychosocial challenges due to single parenting. Implement support programmes that address these unique needs, whether it's mentorship for boys or empowerment workshops for girls,There should be regular gender-sensitive counseling sessions: Introduce regular counseling sessions within schools that are sensitive to gender differences. These sessions can provide a safe space for students to discuss their concerns, explore coping strategies, and build resilience in the face of psychosocial challenges.

This study examined the influence of social demand, peer pressure, and economic stability on the behavioural patterns of secondary school students in Oredo Local Government Area. The study adopted a descriptive survey design, and a sample of two hundred students was selected through a random sampling technique. A structured questionnaire was used for data collection, and the reliability of the instrument was confirmed using Cronbach’s Alpha, which indicated a high level of internal consistency. Data were analysed using descriptive statistics, Pearson Product Moment Correlation Coefficient, multiple regression analysis, and independent samples t test. The findings showed that social demand significantly influences students’ behavioural patterns, indicating that expectations from parents, teachers, and the community shape their behavioural responses. Peer pressure was also found to significantly affect students’ behaviour, suggesting that adolescents conform strongly to the influence of
their peers. The study further revealed that economic stability relates positively to behavioural patterns, showing that students from more financially stable households exhibit more positive behavioural responses. The combined analysis indicated that social demand, peer pressure, and economic stability jointly predict students’ behavioural patterns, accounting for 81.7 percent of the variance. The study also found no sex based differences in the influence of the three factors on behaviour. It was concluded that behavioural patterns among secondary school students are shaped by social, peer, and economic contexts, and that interventions should address these factors collectively. Recommendations were made for schools to manage social expectations, strengthen peer mentoring, support economically disadvantaged students, and enhance counselling services to promote positive behavioural outcomes.

This study examined the Influence of Counselling Services on the Adjustment and Adaptation of First Year Undergraduate Students in the Faculty of Education, University of Benin. Four research questions were raised one was hypothesized. The study employed survey research design. The population of the Study consists of first year undergraduate in faculty of education university of Benin. The sample was drawn using purposive sampling selection in order to select students from different faculties in the university of Benin. 10 students each, from in the Department in the Faculty of Education were used making a total of 150 were used for the research. There were 3 sections in the questionnaire, Section A contained the respondents demography and bio-data, Section B gathered data on respondents prior counselling experience, Section C the effects of counselling on first year students adjustment and adaptation. The instrument was validated by my project supervisor and two other lecturers in the Department Of Educational evaluation and counselling psychology. The findings of this study revealed that first year undergraduate students in the university in the university of Benin have a positive attitude toward counselling, and that counselling is highly effective for first year undergraduate students in the university adjustment and adaptation in the university of Benin. The study recommended that counselling should be enhanced, there should be diverse counselling programmes, there should be a gender-neutral approach, there should be room for student feedback in the university of Benin

This study examined “The Influence of Career Counselling on Students’ Career Decision-Making in Senior Secondary Schools.” The primary objective was to determine how career counselling impacts students’ ability to make informed, confident, and realistic career choices. A descriptive survey research design was adopted, and data were collected from a sample of senior secondary school students through a structured questionnaire. The data were analyzed using frequency counts, percentages, means, and standard deviations. The findings revealed that career counselling significantly influences students’ career decision-making by enhancing their self-awareness, understanding of career opportunities, and confidence in making occupational choices. The study also showed that the lack of adequate counselling services and trained personnel
often results in confusion, poor decision-making, and overreliance on parental or peer influence. Furthermore, the research established that effective career counselling helps students develop goal-setting skills and motivates them to
pursue careers that align with their interests and abilities. Based on these findings, it was recommended that schools should employ qualified guidance counsellors, integrate career counselling into the curriculum, and organize regular career workshops and seminars. The study concludes that career counselling remains an essential component of educational development, helping students make sound career decisions that contribute to both personal fulfilment and national development

This study examined “the role of counsellor in preventing drug abuse among senior secondary school adolescent in Edo state”, with particular focus on Egor Local Government Area. Drug abuse among adolescents has become a growing public health and educational concern due to its negative effects on students’ academic performance, behaviour, emotional stability, and social development. The study sought to determine the prevalence of drug abuse among students, assess their level of awareness about the dangers of substance abuse, examine the impact of counselling services on drug abuse prevention, and investigate whether sex differences exist in
how counselling influences prevention efforts. A descriptive survey research design was adopted for the study. The population consisted of 5,788 senior secondary school students (SS1–SS3) in the 12 public senior secondary schools in Egor Local Government Area of Edo State. From this population, a sample of 200 students was
selected using an appropriate sampling technique. Data were collected using 200 copies of a structured questionnaire developed by the researcher. The instrument was validated by experts in Guidance and Counselling, and its reliability was established using the Cronbach Alpha method, which yielded a coefficient of 0.78, indicating good internal consistency. Data collected were analysed using frequency counts, percentages, and mean scores. The findings revealed that the prevalence of drug abuse among senior secondary school students,
though not extremely high, remains a significant concern. While many students showed awareness of the dangers associated with drug abuse, awareness alone was not sufficient to completely prevent involvement. The study also found that counselling services play an important role in preventing drug abuse by providing guidance, emotional support, awareness programmes, and early intervention for at-risk students. Slight differences were observed between male and female students in drug abuse involvement and response to counselling. The
study concluded that strengthening school counselling services is essential for reducing drug abuse among adolescents. It recommended increased government support for counselling units, regular drug education programmes, early identification of at-risk students, parental involvement, and collaboration between schools and health agencies.

This study investigated the causes and effects of premarital sex among undergraduate students in the University of Benin. In recent years, premarital sexual activities have become increasingly common among young people, particularly university students who are exposed to diverse social, cultural, and academic pressures. This growing trend raises concerns due to its potential implications on students’ health, emotional wellbeing, and academic performance. The study therefore sought to identify the major factors that influence students to engage in premarital sex and to examine its consequences on their overall adjustment within the university environment. The descriptive survey design was adopted for the study. The target population consisted of 270 undergraduate students residing in Ekosodin Community, from which the sample was selected. A structured questionnaire was the principal instrument for data collection, and it was validated by experts in measurement and evaluation. The reliability of the instrument was confirmed through statistical analysis. Data collected were analyzed using mean to answer
the research question, while simple linear regression and independent sample t-test were used to test the hypotheses at 0.05 level of significance. The findings revealed that premarital sex among undergraduates is influenced by multiple factors such as peer group pressure, curiosity and the desire for sexual experimentation, exposure to media and internet content, lack of
comprehensive sex education, family background and parenting style, socioeconomic challenges, and the influence of alcohol and drug use. Furthermore, the study established that premarital sexual activities have far reaching effects, including poor academic performance, health risks such as sexually transmitted infections and unplanned pregnancies, emotional and
psychological distress, social stigma, and long-term relationship difficulties. Based on these findings, the study recommends that parents, educators, school counsellors, and policy makers intensify efforts toward providing comprehensive sexual education both at home and in schools. It also recommends strengthening counselling services within the university to help students cope with emotional and psychological challenges. Creating awareness programmed that discourage risky sexual behavior and promoting value-based education among youths were also suggested as measures to reduce the prevalence of premarital sex among undergraduate students.