{"id":7655,"date":"2024-06-30T13:11:12","date_gmt":"2024-06-30T12:11:12","guid":{"rendered":"https:\/\/icertpublication.com\/?page_id=7655"},"modified":"2024-07-07T09:38:18","modified_gmt":"2024-07-07T08:38:18","slug":"effects-of-counseling-strategies-among-undergraduate-students-achievement-in-measurement-and-evaluation-in-a-tertiary-institution-in-anambra-state","status":"publish","type":"page","link":"https:\/\/icertpublication.com\/index.php\/shodh-sari-2\/shodh-sari-vol-3-issue-3\/effects-of-counseling-strategies-among-undergraduate-students-achievement-in-measurement-and-evaluation-in-a-tertiary-institution-in-anambra-state\/","title":{"rendered":"Effects of counseling strategies among undergraduate students’ achievement in measurement and evaluation in a tertiary institution in Anambra state"},"content":{"rendered":"\t\t
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Effects of counseling strategies among undergraduate students' achievement in measurement and evaluation in a tertiary institution in Anambra state\n<\/h5>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Akujieze, M.O.<\/span><\/p>

Nwafor Orizu College of Education Nsugbe Anambra State, Nigeria<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Abstract<\/span><\/p>\n

This quasi-experimental study investigates the effects of counseling strategies on undergraduate students’ achievement in Measurement and Evaluation within tertiary institutions in Anambra State. The research design involved a random sample of 20 undergraduate students enrolled in Measurement and Evaluation courses across various tertiary institutions. The study employed three distinct counseling strategies: Cognitive-Behavioral Therapy (CBT), Person-Centered Therapy, and Solution-Focused Brief Therapy (SFBT). The researcher designed an Achievement Test in Measurement and Evaluation (AATME) as the primary instrument for data collection, comprising of numerous decision questions lined up with the educational plan. Pre-test and post-test measures were directed to the two gatherings, and the information were investigated utilizing mean and standard deviation. The discoveries expect to give understandings into the differential impacts of directing techniques on understudies’ scholarly accomplishment in Estimation and Assessment. By looking at pre-test and post-test scores between gatherings, the review adds to the current writing on guiding adequacy in instructive settings. The examination holds suggestions for teachers, guides, and policymakers, offering proof-based understandings into the plan and execution of directing mediations customized to the special necessities of college understudies in the field of Estimation and Assessment.<\/span><\/p>\n


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 <\/b>Keywords:<\/span> Counseling strategies, undergraduate students, academic achievement, Measurement and Evaluation, tertiary institution, Cognitive-Behavioral Therapy (CBT), Person-Centered Therapy, Solution-Focused Brief Therapy (SFBT), quasi-experimental design<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Impact Statement<\/span><\/p>

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The study titled “Effects of Counseling Strategies among Undergraduate Students’ Achievement in Measurement and Evaluation in a Tertiary Institution in Anambra State” explores the impact of different counseling strategies on students’ academic performance. Using a quasi-experimental design, the research involved 20 undergraduate students from various tertiary institutions, assessing the effects of Cognitive-Behavioral Therapy (CBT), Person-Centered Therapy, and Solution-Focused Brief Therapy (SFBT) on their achievement in Measurement and Evaluation courses. Data was collected through a researcher-designed Achievement Test in Measurement and Evaluation (AATME), with pre-test and post-test measures analyzed using mean and standard deviation. The findings indicate that targeted counseling interventions can significantly improve students’ academic outcomes. This study provides valuable insights for educators, counselors, and policymakers, highlighting the effectiveness of specific counseling strategies in enhancing academic performance. It suggests the integration of these strategies into educational curricula and supports the development of policies that incorporate counseling services as essential components of academic support. Furthermore, the research advocates for teacher training programs that include these counseling techniques, promoting more personalized and effective student support. Overall, this study contributes to the broader understanding of counseling’s role in educational success and offers a foundation for future research in diverse academic contexts.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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About Author<\/span><\/p>

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Dr. Mary Okwuchukwu Akujieze, born on September 15, 1959, in Ibadan, Nigeria, is a distinguished academic and educator specializing in Educational Foundations, specifically Measurement and Evaluation. Currently a Principal Lecturer at Nwafor Orizu College of Education, Nsugbe, she holds a Ph.D. in Measurement and Evaluation from the University of Ibadan, where she also earned her M.Ed. and B.Ed. Dr. Akujieze has a prolific career in education, beginning as a class teacher and progressing to various leadership roles, including Vice Principal and Head of Department. Her contributions extend to numerous publications in national and international journals, and she has authored several book chapters on educational assessment and counseling. She has actively participated in enhancing educational standards through various committee roles and external examinations. Married and residing in Onitsha, Dr. Akujieze’s work continues to influence educational practices and policies, reflecting her dedication to improving academic outcomes and counseling strategies in Nigeria.<\/span><\/p>

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References<\/span><\/p>

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    Effects of counseling strategies among undergraduate students’ achievement in measurement and evaluation in a tertiary institution in Anambra state Akujieze, M.O. Nwafor Orizu College of Education Nsugbe Anambra State, Nigeria Abstract This quasi-experimental study investigates the effects of counseling strategies on undergraduate students’ achievement in Measurement and Evaluation within tertiary institutions in Anambra State. The […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":7443,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"site-sidebar-layout":"no-sidebar","site-content-layout":"page-builder","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"disabled","ast-breadcrumbs-content":"","ast-featured-img":"disabled","footer-sml-layout":"","theme-transparent-header-meta":"default","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"class_list":["post-7655","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/pages\/7655","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/comments?post=7655"}],"version-history":[{"count":16,"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/pages\/7655\/revisions"}],"predecessor-version":[{"id":8266,"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/pages\/7655\/revisions\/8266"}],"up":[{"embeddable":true,"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/pages\/7443"}],"wp:attachment":[{"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/media?parent=7655"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}