Influence of Guidance Programme on Academic Achievement of SS 2 Students in Toto Local Government Area of Nasarawa
Chapter One
PURPOSE OF THE STUDY
The research work is designed to assess the effect of guidance and counselling programme on academic achievement of students in Toto Local Government Area. The specific objectives include to;
- Identify how guidance and counselling improves the academic achievement of secondary school students in Toto Local Government Area.
- Identify the various guidance services available in senior secondary schools in Toto Local Government Area.
- Identify challenges to full integration of guidance and counselling programme into senior secondary school system.
- To examine the influence of guidance and counselling on the academic performance of SS II students.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Introduction
In this chapter, previous works are thoroughly reviewed.
Historical Review of the Development of School Guidance and Counselling Services
Guidance and counselling in school was introduced for different reasons in different countries. Schmidt (1997) stated that school guidance and counselling services began in America in the early 1900s to assist students with their educational development and career aspiration. He further stated that the negative effect of industrial growth and corresponding neglect of human conditions necessitated the introduction of school guidance and counselling services in the USA. Schmidt (1993) stated that an increasing population of students entering schools necessitated the introduction of school guidance and counselling services, after the 1900s, the world wars were the next major events that had an impact on the development of school guidance and counselling services. It arose as a response to social crises brought about by the wars. Student needed counselling services to overcome the traumatic war experiences they had under gone together with their families, relatives and friends.
In Britain, school guidance and counselling was introduced in reaction to the changes in societies in family life and in school which created conditions where greater attention to individual needs was necessary (Taylor 1971). He further stated that social pressure from urbanization, decline in family tradition and the industrial revolution led to the introduction of school guidance and counselling services development. In urbanization and the industrial revolution created turbulence among students who were studying under higher anxiety levels as competition levels had becomes stiffer. They had pressures to choose careers. Owing to these factors, vocational counselling came in handy to keep them in their vocational plans.
In Hong Kong, the school guidance counselling services were introduced in 1950s because of the “increased variation in children’s background, increase developmental, personal and social problems, and lack of motivation toward schools, disruptive behaviors in classrooms and the rise in juvenile delinquency. Brennan, (2004). The school guidance and counselling were introduced to help students overcome the above problems and this led to better school adjustment and improved academic achievement.
In Israel. School guidance and counselling was introduced in 1960 Kungman and Ajzen (1985). It was introduced to cater for students’ career needs and learning disabilities.
In South Africa, school guidance and counselling was introduced to the white and colored South African schools in 1960. Euvrand (1992). Manson (1985) argued that guidance and counselling was introduced in black South Africa schools in 1981 as a social control measure aimed at nurturing a spirit of submission among black learners. It was also seen as an instrument for government imposition of religious, cultural and vocational ideologies and value systems.
Guidance and Counselling Services in Nigeria.
School guidance and counselling in Nigeria commenced in 1958. That year the Calotte Sisters of St Theresa’s College, Ibadan recognized the need to give adequate careers or vocational guidance to their final year students Dr. C I Bercpiki was the first vocation guidance officer appointed by the Federal Ministry of Education Lagos, in 1961. Currently the unit is well manned by trained professional counsellors. In 1967, Mr. Rees, an American, introduced guidance and counselling in secondary schools successfully at comprehensive high school, Aiyetoro, Ogun state and formed the CASSON i.e (Counselling Association of Nigeria). The Federal Government has inserted the need for guidance and counselling in our schools in its National Policy on Education (1981) this has helped to make all the state government to establish guidance and counselling units in their Ministries of Education.
Suffice to say that, although the guidance and counselling is a relatively new comer to Nigeria education scene, it is gradually making its impact. It is still evolving.
Components of Effective school guidance and counselling Services
The components presented here are as demonstrated by international literature and are used as a benchmark for which effective guidance and counselling services in Nigeria could be assessed. These include:
- Policy and mission statements, services planning, needs assessment services, responsive services, etc.
- Policies and Mission Statements.
A policy is a kind of guide that delimits action (Starling, 1979). It can be a statement with guidelines indicating how a group of people should behave in a given circumstance.
In the light of the above, school guidance policy gives guidelines for rules about how those involved in the planning, decision making and implementation should behave in given circumstances.
Mission Statement.
This is a short official statement that an organization makes about the work it does and why it does it. A mission statement for school guidance and counselling is therefore a presentation of the value of the services.
Literature shows that countries with schools running effective school guidance and counselling services have mission statements and policy documents in place. The school guidance and counselling services statement delineates who delivers the services, what competences student should possess as a result of the students involvement and how the services is organized.
CHAPTER THREE
RESEACH METHODOLOGY
Introduction
This chapter discusses the design of study, the sample and sampling technique, instrument for data collection, validity of the instrument, method of data collection and method of data analysis.
Research Design
The research design that was used in this study was description survey design. The design involves the study of a group of people which is true representation of the entire population under study. Data were collected and analyzed based on the study. The tool for design is questionnaire.
Area of the Study
The area of the study was Nasarawa Toto Government Area.
Population of the Study
The population of the study consists of the one hundred (90) student and forty five (45) teachers of all the 9 Secondary Schools in Toto Local Government Area.
CHAPTER FOUR
DATA PRESENTATION AND ANALYASIS
This chapter focuses on the presentation and analysis of data collected. The data were presented in a tabular form and analysis was made through a simple mean for both students and teacher respectively.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
Summary
The reason for carrying out this research was to evaluate the effectiveness of guidance and counselling service offered in secondary schools in Nasarawa Toto Local Government Area. In the first chapter, the researcher looked at the nature or the background of the study, statement of the problems and purpose of the study. The significance of the study, the scope and its research question were discussed also.
In the second chapter, the idea and views of other people’s work were reviewed. The third chapter which was titled research methodology highlighted on research design, area of the study and population for the study. Sample and sampling techniques, reliability, validity of Instrument, method of data collection and data analyses were discussed as well. The fourth chapter talked about the presentation of data analysis and result, while chapter five emphasized the discussion of the finding, summary conclusion and recommendation.
Conclusion.
The following conclusions are made based on the findings from the data analyses.
- There are inadequate number of qualified guidance counsellors hinders effective guidance and counselling services in the study area.
- Guidance and counselling facilities are inadequate in secondary schools in Nasarawa Toto Local Government Area.
- The guidance and counselling services offered in secondary schools in Nasarawa Toto Local Government Area are not adequate.
- The guidance councilors in the schools are not encouraged by the government, teachers and parents.
Recommendation
The researcher makes the following recommendation:
Policy:
There is need to strengthen the school guidance counselling services policy. The implementation of the policy deserves wider consultation, involving all the stakeholders such as- schools, counsellors, teachers, parents, students and the community at large.
Students:
According to the studies, students’ involvement in school guidance counselling services is limited. It is recommended that orientation programmes be organized more frequently for both students and teachers.
Parents:
In addition to taking part in the planning need assessment and evaluation of school guidance and counselling services, parents should contribute to the procurement of resources in the school so as to improve the effectiveness of the provision of guidance counselling services.
References
- Adegoke, A. A. & Culbreth, J. R. (2000) School Counsellor Preparation in Nigeria and the USA. In Compare: A Journal of Comparative Education, 30 (2), P.235-245
- Ahia, C. E. & Bradley, R. W. (1994) Assessment of Secodnary School Student Needs in Kwaa State, Nigeria, In Internal Journal for the Advancment of Counselling, 7. P.149-147.
- Ajzen, I. (1985). From intentions to actions: A theory of planned behavior. In J. Kuhl & J. Beckman (Eds.), Action-control: From cognition to behavior (pp. 11-39). Heidelberg: Springer.
- Amakos, K. (1990) Guillain-Barré Syndrome and Campylobacter jejuni Infection. The Lancet, 335, 1350.
- http://dx.doi.org/10.1016/0140-6736(90)91234-2
