Effect of Guidance and Counseling on Students’ Emotional Stability: A Case of Higher Learning Institutions in Arusha, Tanzania

Abstract

This study sought to establish how guidance and counseling can bring about students’ emotional stability in higher learning institution. The study employed a descriptive-correlational design where a self-constructed questionnaire was used as a tool for data collection from a sample of 354 out of the population of 4500 students in two higher learning institutions. Data analysis was done through descriptive statistics which involved the calculation of means and standard deviations for research questions one and two. Pearson Product Moment Correlation Coefficient was used to determine the relationship between the studied variables in research question three. The researchers ensured that sampled respondents voluntarily participated in the study by filling the questionnaire. The information collected was kept confidential and was used for this study only. It is concluded that guidance and counseling services in the studied area are partially done or not done at all.  Students can manage their emotional stability if deliberate measures on guidance and counseling are made mandatory. There is a significant and strong positive relationship between Guidance and Counseling services and students’ emotional stability. The study recommends that  higher learning institutions should deliberately institute the guidance and counseling units where students will have the opportunity to participate. This will guarantee elimination of uncouth behaviors among students whilst improving confidence in them as they pursue their studies.