Background: Cognitive Behavioral Therapy (CBT) and counseling have emerged as significant interventions in enhancing academic performance among late adolescents. The aim of the present study to determine the effectiveness of cognitive behavioural therapy verses counselling on academic performance among late adolescence. Methods: The study was conducted over a period of one year, from June 2023 to June 2024. Ethical approval for the study was obtained from the SMCH Institutional Ethics Committee (Approval Number: 003/08/2022/IEC/SMCH). Out of 900 students who met the inclusion criteria, 330 were selected through a simple random sampling technique. Experimental Group I consisted of 110 students and Experimental Group II consisted of 110 students and the Control Group included 110 students. Result: The study results showed that following the intervention, both Experimental Group I and II showed significant improvement in academic performance (p<0.001), with Experimental Group I achieving higher post-test scores (27.28±0.337) than Experimental Group II (26.21±0.381). The interventions were effective, with Experimental Group I and Experimental Group II demonstrating comparatively better results than the control group. Conclusion: The study found cognitive behavioral therapy showed slightly more effective results than counseling for enhancing academic success. The study highlights the potential of cognitive behavioral therapy to more effectively enhance academic performance compared to counseling.
Vasanthamani et al. (Tue,) studied this question.