EFFECTIVENESS OF PEER COUNSELING IN STUDENTS’ ACADEMIC PERFORMANCE AMONG SECONDARY SCHOOL STUDENTS OF AGBOYI-KETU LOCAL COUNCIL DEVELOPMENT AREA, LAGOS STATE

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.