Influence of Psychosocial Guidance and Counselling Services on Secondary School Students’ Academic Performance: A Case of Tanga City, Tanzania

Abstract

This study examined the influence of psychosocial guidance and counselling services (GCS) on secondary school students’ academic performance in Tanga City. The study employed a mixed method approach that utilized a correlation and a case study design. The study’s sample size was 423 respondents, including 330 students, 26 heads of schools, 33 guidance counsellors, 33 academic teachers and one City Educational Officer. The study used questionnaires with close and open - ended questions and semi structured interview guides for data collection. Data was analyzed thematically and through the descriptive statistics as well through the hypothesis testing. The study concludes that the academic performance of the students is good; psychosocial GCS have assisted them in providing helpful instruction on psychological and social issues which otherwise would interfere with their academic performance.  Furthermore, there is a significant positive relationship between students’ access to psychosocial GCS and their academic performance.  The study recommends the establishment of a strong school GCS policy which will oversee the effective implementation of the psychosocial GCS in the schools. It also recommends the employment of supervisory personnel trained in guidance and counselling psychology, who would oversee the assessment of the problems and needs of students. Finally, the study recommends the training of the guidance and counsellor teachers in the field of school guidance and counselling psychology in order to equip them with professionalism for rendering quality services.