Abstract:
Poor academic achievement in secondary schools has remained a source of worry to stakeholders in education. To this effect, the study sought to investigate the effects of educational counselling and live modelling techniques on academic achievement motivation of students in secondary schools in Kogi State. The study was guided by four research questions and two hypotheses tested at 0.05 level of significance. A quasi-experimental design was adopted for the study. A total of 65 students who performed poorly from 3 co-educational schools were used for the study. The instrument for data collection was a 20 item questionnaire which was titled Academic Achievement Motivation Scale (AAMS). The instrument was validated by three experts, all from the University of Nigeria, Nsukka. The reliability of the instrument was determined using Cronbach Alpha statistics which yielded estimated values of 0.93 and 0.94. The students in the three experimental groups were pretested with AAMS before receiving treatment on educational counselling and live modelling techniques. After the treatment, AAMS was re-administered on both groups as post test. Mean and standard deviation were used to answer the four research questions while Analysis of Covariance, (ANCOVA) was used to test the two hypotheses. It was found that: the two treatment groups had better academic achievement motivation as shown by their pre-test post-test mean differences. Also, gender had no significant influence on the academic achievement motivation of students. It was recommended that guidance counsellors, educational psychologists and curriculum planners should plan a programme of intervention based on the principles for motivating students; and the federal and state ministries of Education should organize and sponsor workshops and seminars for educational psychologists and school guidance counsellors on how to implement educational counselling and live modelling techniques.
