Effects of Guided Inquiry and Advisory Counselling Model on Social Adjustment and AcademicPerformance of In-School Adolescents in Lagos Nigeria

Abstract

This study sought to determine the effects of guided inquiry and advisory counselling model on social adjustment and academic performance of adolescents in Lagos, Nigeria. Six research questions and six null hypotheses guided the study. Pretest post-test control group design was adopted. A total number of 87,991 Senior Secondary Two (SSII) students in all the public secondary schools in Lagos metropolis served the population of the study. Sample size of 120 students was randomly selected using multi-stage sampling procedure. Social maladjustment and students’ achievement test were used as instruments for data collection. The internal consistency of the instrument was ascertained using Cronbach alpha co-efficient statistical method which gave overall alpha- co-efficient value of 0.67. The data collected was analyzed using descriptive statistics (mean and standard deviation) and ANCOVA statistics. The major findings revealed that guided inquiry and advisory counselling model are effective in improving in-school adolescents’ social maladjustment and academic performance. There is significant difference in the social maladjustment and academic performance of adolescents exposed to guided inquiry and those exposed to conventional method. There is also a significant difference in the social maladjustment and academic performance of in-school adolescents exposed to advisory counselling model and those exposed to conventional method. In-school adolescents who were exposed to advisory model had higher mean gain than their counterparts who were not exposed to it in academic performance. Guided inquiry improves social maladjustment of both male and female adolescents. Furthermore, there is a significant difference in the mean scores of male and female in-school adolescents’ social maladjustment exposed to guided inquiry and those exposed to conventional method. Both male and female in-school adolescents in the guided inquiry treatment group had higher posttest mean scores in academic performance ratings than the male and female adolescents in the control group.