Effects of counseling strategies among undergraduate students' achievement in measurement and evaluation in a tertiary institution in Anambra state

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 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.