Main Article Content
It is highly crucial that students have access to guidance and counseling services in order to increase their desire to study. The practice of providing students with guidance and counseling in order to assist them in realizing their full potential and overcoming the challenges they experience is known as guidance and counseling. Students will gain emotional support as well as incentive to study if they participate in guidance and counseling programs. Additionally, guidance and counseling can assist students in determining learning goals that are in accordance with their interests and talents, in addition to assisting students in developing effective learning strategies. This can be accomplished by assisting students in determining learning goals that are in accordance with their interests and talents. Therefore, the function of guidance and counseling is extremely crucial in the process of raising the motivation of students.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Aguilera-Hermida, A. P. (2020). College students’ use and acceptance of emergency online learning due to COVID-19. International Journal of Educational Research Open, 1, 100011.
Baik, C., Larcombe, W., & Brooker, A. (2019). How universities can enhance student mental wellbeing: The student perspective. Higher Education Research & Development, 38(4), 674-687.
Cahapay, M. B. (2022). How Filipino parents home educate their children with autism during COVID-19 period. International Journal of Developmental Disabilities, 68(3), 395-398.
Ernawati, E., Sinambela, E. A., Cici, C., Silviana, R. J., Azizah, R. N., & Naudalia, S. (2022). The Effect of Social Support and Extraversion Personality on Entrepreneurial Interest in Students. Journal of Social Science Studies (JOS3), 2(2), 39-44.
Garris, R., Ahlers, R., & Driskell, J. E. (2017). Games, motivation, and learning: A research and practice model. In Simulation in Aviation Training (pp. 475-501). Routledge.
Hamari, J., Shernoff, D. J., Rowe, E., Coller, B., Asbell-Clarke, J., & Edwards, T. (2016). Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning. Computers in human behavior, 54, 170-179.
Iten, N., & Petko, D. (2016). Learning with serious games: Is fun playing the game a predictor of learning success?. British Journal of Educational Technology, 47(1), 151-163.
Maba, W. (2017). Teacher's Perception on the Implementation of the Assessment Process in 2013 Curriculum. International Journal of Social Sciences and Humanities (IJSSH), 1(2), 1-9.
Musingafi, M. C., Mapuranga, B., Chiwanza, K., & Zebron, S. (2015). Challenges for open and distance learning (ODL) students: Experiences from students of the Zimbabwe Open University. Journal of Education and Practice, 6(18), 59-66.
Stone, R., Cooke, M., & Mitchell, M. (2020). Exploring the meaning of undergraduate nursing students' experiences and confidence in clinical skills using video. Nurse Education Today, 86, 104322.