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All Journal Jurnal Integrasi dan Harmoni Inovatif Ilmu-ilmu Sosial Teaching, Learning, and Development Journal of Indonesian Primary School
Enwere, Chinwe Augustina
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Humanities Education Environmental Science Social Sciences

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EFFECTIVENESS OF COUNSELLING SERVICES IN REDUCING ACADEMIC STRESS, AND PROMOTING CRITICAL THINKING AMONG JUNIOR SECONDARY SCHOOL STUDENTS IN ANAMBRA STATE Enwere, Chinwe Augustina; Mbakwe, Uchenna Fidelia
Jurnal Integrasi dan Harmoni Inovatif Ilmu-Ilmu Sosial Vol. 5 No. 2 (2025)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Academic stress is a prevalent challenge among junior secondary school students, often affecting their cognitive abilities and overall academic performance. Consequently, this study examined the effectiveness of counselling services in reducing academic stress and promoting critical thinking among junior secondary school students in Anambra State. A descriptive survey design was adopted, and data were collected from 72 respondents, comprising junior secondary school teachers and school counsellors who interact with students and provide counselling support. A structured questionnaire served as the instrument for data collection, ensuring comprehensive insight into the role of counselling services. Experts in the field validated the instrument, and its reliability was established using Cronbach’s alpha. Data were analyzed using descriptive statistics and regression analysis to test the hypotheses at a 0.05 level of significance. The findings revealed that counselling services significantly reduce academic stress and enhance critical thinking skills among students. The study underscores the necessity of strengthening counselling services within schools to support students' academic and personal development. It recommends that policymakers and school administrators integrate more structured counselling interventions to foster resilience and cognitive skills among students.
Insecurity and School Environment as predictors of Psychological Behaviour of Students in Tertiary Institutions in South East Nigeria Enwere, Chinwe Augustina
Teaching, Learning, and Development Vol. 4 No. 2 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/telad.v4i2.144

Abstract

In recent years, insecurity has emerged as a significant challenge in tertiary institutions across South East Nigeria, negatively affecting students’ academic performance, psychological well-being, and overall campus experience. Reports of kidnapping, cult activities, armed robbery, and inadequate security measures have heightened students’ fear and anxiety, leading to emotional stress, reduced concentration, and withdrawal from social and academic activities. The study employed a descriptive survey design. A multi-stage sampling technique produced a sample of 3,000 students (1,812 males and 1,188 females). Data were collected using a validated structured questionnaire covering demographics, insecurity experiences, psychological behaviour, and school environment. Responses were measured on a four-point Likert scale. Data analysis involved frequencies, percentages, means, and standard deviations. Gender comparisons were conducted using group statistics, while bootstrap analysis with 1,000 resamples ensured robust estimates and confidence intervals. Results show that students experienced a moderate to high level of insecurity, with notable gender differences. Female students consistently reported higher insecurity than males in key areas such as fear of kidnapping (Male: M = 1.61; Female: M = 3.22), terrorism threats (Male: M = 1.81; Female: M = 3.09), and community insecurity affecting academic focus (Male: M = 1.52; Female: M = 2.81). Both genders reported high insecurity related to cult activities (Male: M = 3.42; Female: M = 3.54), night-time movement on campus (Male: M = 3.05; Female: M = 3.32), and inadequate security patrols (Male: M = 3.32; Female: M = 3.19), indicating widespread insecurity across tertiary institutions. The study concluded that enhancing campus security and fostering supportive school environments are vital for safeguarding students’ psychological well-being and improving academic focus.
Integrating Counseling into the Elementary School Curriculum Implications for Building a Strong Educational Foundation Enwere, Chinwe Augustina; Iloakasia, Adaobi Jennifer
Journal of Indonesian Primary School Vol. 2 No. 4 (2025): DECEMBER 2025
Publisher : MANDAILING GLOBAL EDUKASIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62945/jips.v2i4.841

Abstract

Many elementary school pupils face emotional, social, and behavioral challenges that can negatively affect their academic performance and overall development. Despite this, counseling services are often underutilized or absent in early education, leaving gaps in pupils’ social-emotional support. The study adopted a descriptive survey design and was conducted among teachers and professional counsellors in Anambra State. Data were collected electronically using Google Form from 85 respondents categorized by years of experience. A structured questionnaire measured counseling integration, its impact on pupils’ socio emotional development, and its educational implications. Data were analyzed using descriptive statistics and ANOVA at 0.05 significance level. Eighty-five respondents participated, with most having less than five years of experience (35.3%), followed by 15 to 25 years (30.6%). Findings showed strong agreement that counseling was integrated through structured activities, collaboration, timetable inclusion, and management support, though classroom integration of guidance topics was weaker. Integrated counseling positively influenced pupils’ emotional stability, relationships, and participation, though its effect on behavioral reduction was modest. Respondents also agreed that counseling strengthened discipline and overall school performance. ANOVA results revealed significant differences based on years of experience across all three hypotheses, leading to rejection of the null hypotheses. The study concludes that policymakers, educators, and school administrators must prioritize counseling integration to cultivate emotionally resilient, socially competent, and academically motivated pupils, thereby laying a firm foundation for lifelong learning.
Co-Authors Iloakasia, Adaobi Jennifer Mbakwe, Uchenna Fidelia