Abstract

This study examined the relationship between guidance and counselling services and academic performance of adult learners in literacy centres in Abia State. Specifically, the study examined the relationships between academic guidance services, personal-social counselling services, and vocational guidance services and the academic performance of adult learners. A correlational research design was adopted. The population comprised 2,150 adult learners, from which 215 were selected through stratified and simple random sampling procedures. Data were collected using the Guidance and Counselling Services and Academic Performance Questionnaire (GCSAPQ). Mean and standard deviation were used to answer the research questions, while Pearson Product Moment Correlation was used to test the hypotheses at the 0.05 level of significance. The illustrative results indicated positive and significant relationships between academic guidance and academic performance (r = .624), personal-social counselling and academic performance (r = .571), and vocational guidance and academic performance (r = .536). The study concluded that academic guidance, personal-social counselling and vocational guidance services are significantly related to the academic performance of adult learners in literacy centres. It was recommended that literacy centres strengthen these guidance and counselling services to support adult learners' educational progress