PUPILS' PERCEPTION OF COUNSELLING SERVICES AND SOCIAL ADJUSTMENT AMONG UPPER PRIMARY SCHOOL PUPILS IN ABA METROPOLITAN AREA, ABIA STATE

This study investigated pupils’ perception of counselling services and social adjustment in Aba Metropolitan Area, Abia State. The study was based on the understanding that effective counselling services can facilitate pupils’ social development, peer interactions, and emotional regulation, which are essential components of social adjustment. The study focused on three sub-types of Counselling services: educational counselling, personal social counselling, and career awareness counselling as independent variables, while social adjustment was the dependent variable. A descriptive survey design was employed, and the population comprised all upper primary pupils in public and private schools within Aba Metropolitan Area. Using stratified random sampling, a total of 300 pupils were selected to ensure representation across school type and class level (Primary 4 to 6). Data were collected using a structured questionnaire titled Pupils’ Perception of Counselling Services and Social Adjustment Questionnaire (PPCSSA-Q), which utilized a four-point Likert scale (Strongly Agree, Agree, Disagree, Strongly Disagree). The instrument was validated by experts and tested for reliability through a pilot study, yielding a Cronbach’s alpha above 0.80 for all sub-variables. Data were analyzed using mean, and Pearson Product Moment Correlation (PPMC) to answer research questions and test hypotheses at a 0.05 significance level. Findings revealed that pupils had positive perceptions of all three counselling service types and exhibited high levels of social adjustment. Correlational analysis indicated that all sub-types of counselling services were positively and significantly related to social adjustment, with personal social counselling showing the strongest relationship. The study concluded that pupils’ positive perception of counselling services enhances their social adjustment, highlighting the critical role of effective guidance programmes in upper primary schools. Recommendations included strengthening school counselling programmes, increasing awareness of services, emphasizing personal social counselling, and involving parents in supporting pupils’ social development.