Impact of Tele-Counselling on Academic Anxiety and Coping Strategies Among Final-Year Students in Higher Education Institutions

Project Abstract

This study investigates the impact of tele-counselling on academic anxiety and coping strategies among final-year students in higher education institutions, addressing the escalating mental health concerns amid academic pressures and remote service delivery. A convergent parallel mixed-methods design was employed to capture both quantitative changes in anxiety levels and qualitative insights into student experiences with tele-counselling. A sample of 420 final-year students from five universities participated in a 12-week tele-counselling intervention delivered via secure video conferencing and telephonic sessions, complemented by self-guided online resources. Quantitative data were collected using the Generalized Anxiety Disorder-7 (GAD-7) and the Academic Stress Scale at three time points baseline, mid-intervention, and post-intervention. Qualitative data were gathered through semi-structured interviews with 28 voluntary participants and focus groups with 6 counselling practitioners to explore perceived mechanisms, barriers, and facilitators of tele-counselling effectiveness. The results indicate a statistically significant reduction in GAD-7 scores from baseline (M = 12.8, SD = 4.2) to post-intervention (M = 7.3, SD = 3.5), with a medium to large effect size (Cohen’s d = 0.95). Academic stress scores also declined markedly (baseline M = 24.6, SD = 5.9; post-intervention M = 18.1, SD = 4.7; d = 0.87). The qualitative findings reveal three core processes underpinning the observed outcomes accessibility and flexibility of tele-counselling reducing logistical barriers; therapeutic alliance and confidentiality assurances enhancing engagement; and targeted cognitive-behavioral strategies, emotion regulation, and problem-solving training improving coping efficacy. Students reported reduced avoidance behaviors, improved time management, and greater confidence in navigating final-year stressors such as thesis submission, job applications, and graduation requirements. Moderating factors identified include digital literacy, privacy in living environments, prior counselling experience, and perceived credibility of tele-counselling platforms. Subgroup analyses suggest greater gains among students with high baseline anxiety who accessed structured sessions weekly, as opposed to biweekly sessions or on-demand support. From the practitioner perspective, the study demonstrates tele-counselling as a scalable, cost-effective modality that maintains therapeutic integrity while expanding reach to students in rural or resource-constrained settings. Implications for policy include integrating tele-counselling into university mental health strategies, ensuring data security, training counselors in digital etiquette and online ethics, and developing blended models that combine synchronous and asynchronous supports. The study also highlights the need for ongoing evaluation of long-term outcomes, differential effects across disciplines, and personalized intervention pathways based on students’ symptom severity and coping profiles. In conclusion, tele-counselling substantially alleviates academic anxiety and enhances adaptive coping strategies among final-year students, with implications for improving academic performance, retention, and overall well-being in higher education contexts.

Project Overview

What This Project Is About

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A straightforward study that looks at how tele-counselling (counselling services delivered remotely, usually online or by phone) affects final-year students’ worries about schoolwork, exams, and future plans, and how they cope with these worries.

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The Problem It Addresses

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Many final-year students experience high levels of academic anxiety, which can hurt performance and well-being. Traditional in-person counselling isn’t always easy to access due to busy schedules or stigma. Tele-counselling could offer a convenient alternative, but its effectiveness for reducing anxiety and improving coping needs clear evidence.

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Objectives of the Project

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1. Assess levels of academic anxiety before and after tele-counselling among final-year students.
2. Identify which coping strategies students use and which improve most with tele-counselling.
3. Explore student satisfaction and perceived accessibility of tele-counselling.
4. Provide practical recommendations for implementing tele-counselling in universities.

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What You Will Do Step by Step

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1) Review existing literature on academic anxiety and tele-counselling.

2) Design a simple study plan and obtain ethical approval.

3) Recruit final-year students and collect baseline data on anxiety and coping.

4) Deliver tele-counselling sessions or track usage if already available.

5) Collect post-intervention data and student feedback.

6) Analyze changes in anxiety and coping strategies and compare groups if applicable.

7) Interpret results and discuss practical implications for universities.

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Expected Outcome

Anticipated findings include reduced academic anxiety, clearer understanding of effective coping strategies, and positive views on tele-counselling accessibility, informing university support services and policy.