This study examines the effectiveness of peer counseling in enhancing the academic performance of secondary school students in the Agboyi-Ketu Local Council Development Area, Lagos State. Academic achievement remains a key indicator of educational success, yet students in urban Nigerian communities often face psychosocial challenges that hinder learning, including peer pressure, economic constraints, and family instability. Peer counseling, a structured program in which trained students provide academic, emotional, and social support to their peers, was investigated as a potential intervention to mitigate these challenges. A descriptive research design was employed, and data were collected from secondary school students using structured questionnaires. Analyses included descriptive statistics and regression to determine the relationship between peer counseling and academic performance. The findings revealed that peer counseling significantly improves students’ academic outcomes, accounting for 26% of the variance in performance scores. Specifically, students participating in peer counseling reported enhanced study habits, greater academic self-efficacy, and increased engagement in school activities. These results align with Bandura’s Social Learning Theory and Vygotsky’s Sociocultural Theory, emphasizing the importance of peer modeling, emotional support, and collaborative learning. The study concludes that peer counseling is an effective strategy for promoting academic success and psychosocial well-being among secondary school students. Recommendations include expanding peer counseling programs, providing structured training for peer counselors, and integrating peer support with formal school counseling services to maximize positive educational outcomes.
ADINDE et al. (Thu,) studied this question.