BRAIN-BASED STUDY SKILLS COUNSELLING FOR IMPROVING ACADEMIC PERFORMANCE AMONG SENIOR SECONDARY SCHOOL STUDENTS IN NIGERIA

Abstract

The study assessed the peroformances of secondary school students in Nigeria. It also investigated the strategies adopted in impoving the performance of secondary school students. Some of these strategies include other traditional methods, such as remedial and extra lessons, general guidance and counselling, and teachers’ professional development. The adopts the narrative enquiry qualitative research design, which is vital for exploring deep and relational engagement between the researcher and the fact being explored for the purpose of understanding experiences and how experiences are shaped and understood. The study found the adoption of traditional methods, such as remedial and extra lessons, general guidance and counselling, and teachers’ professional development to only promote rote learning among students, with little or no imporvement on their academic performances. Thus, the adoption of brain-based counselling study skills, which promote retrieval practice, spaced revision, metacognition, executive-function supports and sleep therapy to be vital in improving students’ performance. The study then recommended step-by-step approaches through which the brain-based study skill counselling can be established in Secondary schools. The study concluded that the adoption of brain-based counselling skills will promote students’ learning with relatively low resources.