Development and Evaluation of a Peer Counselling Program for Academic Support

Thesis Abstract

In response to the increasing academic challenges faced by university students, this study investigates the development and evaluation of a peer counselling program designed to enhance academic support and foster overall student well-being. Addressing the prevalent issues of academic stress, poor study habits, and limited access to professional counselling resources, this research aims to establish an effective peer-led intervention model that complements existing student support services. Specifically, the study seeks to develop a structured peer counselling framework, implement the program among undergraduate students, and evaluate its impact on academic performance, psychological resilience, and student satisfaction. The research adopts a mixed-methods sequential explanatory design. Quantitative data are collected through a quasi-experimental pretest-posttest control group design involving a sample of 200 undergraduate students randomly assigned to either the intervention group or a control group. The intervention group participates in a six-week peer counselling program facilitated by trained student counsellors, while the control group receives standard academic support. Data collection instruments include validated questionnaires such as the Academic Self-Efficacy Scale, the Perceived Stress Scale, and a Student Satisfaction Survey. The qualitative component involves semi-structured interviews with 20 peer counsellors and student participants to explore their experiences and perceptions of the program’s efficacy. Data analysis employs descriptive statistics, paired t-tests, ANCOVA to determine differences between groups, and thematic analysis for qualitative data. Structural equation modeling (SEM) is used to examine the relationship between peer counselling, stress reduction, and academic outcomes, guided by the Social Learning Theory and the Peer Support Model. It is anticipated that the peer counselling program will lead to statistically significant improvements in students’ academic self-efficacy, reductions in perceived stress levels, and increased satisfaction with campus support services. The findings are expected to demonstrate that peer-led interventions can serve as cost-effective, accessible complements to professional counselling, particularly in resource-constrained settings. This study also aims to identify key operational elements that contribute to the program’s effectiveness, such as peer counsellor training, session frequency, and peer support mechanisms, providing a replicable model for institutional adoption. The contribution to knowledge lies in empirical evidence supporting the integration of peer counselling programs within higher education institutions and the development of a theoretically grounded framework tailored to student academic support needs. The study advances understanding around peer influence, social support mechanisms, and their impact on academic resilience and mental health among university students. Based on the evidence generated, the study concludes that structured peer counselling is an effective intervention for improving academic outcomes and psychological well-being. Recommendations include institutionalizing peer counselling training in student support services, establishing ongoing supervision and evaluation protocols, and promoting peer support networks as integral components of comprehensive student welfare programs. Future research is suggested to explore longitudinal impacts of peer counselling over a longer period and to adapt the program for diverse cultural or institutional contexts to enhance generalizability and sustainability.