Effect of Individual and Group Counseling on Study Habits

Abstract

AbstractThree groups of ten high school sophomores each were assigned randomly to three treatments: group counseling, individual counseling, and no counseling or control. The improvement of students’ study habits was the main purpose of counseling. Wrenn's Inventory of Study Habits (WISH) and a 20-item rating scale were administered at both the beginning and end of counseling. Students’ grades on pre- and post-counseling periods were obtained from the official records of the school. Student t-tests for correlated measurements and analyses of variance on the changes between pre- and post-counseling scores were used to analyze the data. The results indicated that, in addition to increasing students’ scores on the WISH, counseling improved the counseled students’ grades in English, and their ratings by the teachers of English, science, and social studies. The grades of the counseled students in geometry remained unchanged, but those of the uncounseled deteriorated. Differences among the three groups were sig...