Academic counseling is increasingly recognized as a vital support mechanism within educational settings, offering students guidance in areas such as goal setting, time management, study techniques, course selection, and emotional regulation. This research investigated the impact of academic counseling on the academic performance of secondary school students in selected schools within Agboyi Ketu Local Council Development Area, Lagos. Employing a descriptive research design, the study purposively selected 200 students who were deemed able to provide relevant information for addressing the research objectives. Data were collected through self-administered questionnaires structured on a four-point Likert scale. The analysis combined descriptive and inferential statistical methods, with regression analysis performed using IBM SPSS to determine the strength and significance of the relationship between counseling and student performance. The results revealed a moderate positive correlation between academic counseling and academic achievement (R = 0.561), with the coefficient of determination (R² = 0.314) suggesting that counseling accounts for approximately 31% of the variance in students’ academic outcomes. The regression model was statistically significant (F = 90.792, p < .001), confirming that structured counseling contributes meaningfully to academic performance. While counseling alone does not fully determine student achievement, these findings indicate that well-designed, consistently implemented counseling programs can enhance learning engagement, motivation, and study behaviors. The study underscores the importance of integrating counseling services with instructional strategies and institutional support to optimize student outcomes. Consequently, it provides empirical justification for educational policymakers and school administrators to prioritize investment in comprehensive academic counseling initiatives as part of broader student success frameworks.
Adinde et al. (Sat,) studied this question.