Counselling and Parental Nurturing as Determinants of Effective Learning Outcomes Among Secondary School Students in Obafemi Owode Local Govt Area of Ogun State
CHAPTER ONE
OBJECTIVE OF STUDY
The findings aim objectively at two things. First, to bring to light students’ understanding of guidance and counselling. Second, to analyse how effective G&C is in their learning process.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Introduction
Poor academic performance is indeed a hazard threatening the future of developing nations like Nigeria. Development and Education cannot be separated. For this reason, in this chapter, we deal with related research works that have been carried out both locally and internationally. We analyse other researchers’ works on the effect of guidance and counselling on the academic performance of students in secondary schools.
Parents’ Involvement and Its Contribution to School Children Academic Achievement
The belief on the significance of parental involvement on students’ academic achievement is important to policy makers, teachers, parents and students alike. However this belief has a firm foundation both in the literature concerning parental involvement and in the school improvement research base (Harris, 2007). The empirical evidence shows that parental involvement is one of the key factors in achieving higher student achievement and sustained school performance (Harris & Chrispeels, 2006). It would appear that involving parents in schooling leads to more engagement in teaching and learning processes. The importance of parent’s educational attitudes and behaviours on children’s educational performance is crucial (Timkey, 2015). This evidence shows that there are different elements of parents’ ‘educational attitudes and behaviours, such as the provision of a cognitively stimulating home environment and parental aspirations (Feinstein et al., 2006:1). Unfortunately however, the literature does not clearly specify how home environments cognitively stimulate and their differing influence on children’s educational achievement.
Different studies indicate that the parental involvement on student achievement has had mixed results (Desforges, 2003; Epstein 1992; Lareau 1989; Muller 1995). Some inconsistencies have subsequently been explained by variations in definition and methodology along with some technical weaknesses located in certain studies. For example, different definitions of parent involvement were used across the early studies; some took it to be ‘good parenting’ activities which went on in the home while others took it to be ‘talking to teachers’ to include activities which went on at the school. However, the contemporary empirical evidence points towards a powerful association between parental involvement and student achievement (Desforges, 2003; Rogers et al., 2010).In addition, the literature acknowledges that parental involvement is only one of many factors which have an impact on student achievement (Sacker et al., 2002). However, the literature does not specify how does parental involvement influences children academic achievement.
A study by Epstein (1990) on School and family connections that was conducted in the united states of America showed that parental involvement always has such positive effects as it is clear that there are many factors which impinge upon the quality and nature of parental involvement because parental involvement is multidimensional and includes a multitude of parental activities regarding children’s education. The impact of parental involvement arises from parental values and educational aspirations that are continuously exhibited through parental enthusiasm and positive parenting. Yet it is clear that levels of involvement vary considerably depending on the parents and the context in which they find themselves. It was found that the impact varies across different groups and cultures. The research shows that impact of parental involvement arises from parental values and educational aspirations that are continuously exhibited through parental enthusiasm and positive parenting. Yet it is clear that levels of involvement vary considerably depending on the parents and the context in which they find themselves. According to study by Harris & Goodall (2007) the impact varies across different groups and cultures.
CHAPTER THREE
RESEARCH DESIGNS AND METHODOLOGY
Introduction
In this chapter, the researcher presents the methodology that was used to carry out the research. It describes the research design, the target population, the sample and the sampling procedures, research instruments, data collection procedures and data analysis and procedures.
Research Site
The research was conducted in secondary schools in Obafemi Owode Local Govt Area, Ogun state, Nigeria.
Research Design
The study involves the effect of guidance and counselling services on the academic performance of students among secondary school students in Obafemi Owode Local Govt Area in Nigeria. The researcher used a case study design to carry out an intensive qualitative research of a single school in a particular setting (Gay 1992). By using the qualitative research paradigm, the researcher was interested in obtaining an in-depth understanding of the effect of guidance and counselling on some of the developmental problems students encounter in the process of learning, that lead to poor performance.
Target Population
Under the Nigerian curriculum of secondary education involves students from grade ten (10) to twelve (12). The target population for the study was 900 students and 59 teachers including the headmistress and the deputy’s head. 271 (30%) was taken as a sample for the study. The 30% sample of the total population, added advantage of generalising the results to other schools with a similar phenomenon as the one reported among secondary school students in Obafemi Owode Local Govt Area.
The study targeted 271 respondents. The sample was distributed to 252 students; 10 grade ten, 10 grade eleven and 20 grade twelve, 6 teaching staff, 4 non-teaching staff and the guidance counsellor(s). The research will involve 53 participants.
CHAPTER FOUR
DATA PRESENTATION, INTERPRETATION AND DISCUSSION OF THE RESEARCH FINDINGS
Demographic Information of the Respondents
This section gives the background information which included gender, age, qualifications and length of stay of the respondents in the respective school. Below is the summarized demographic information of all the respondents.
Respondents Gender
The study sought to find the gender presentation of the respondents for the study. A question was posed to all respondents to indicate their age. Data obtained from the field were analysed.
CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS OF THE STUDY
The chapter summarizes the findings and makes conclusions as per the research question of the study. It also includes recommendations, based on the findings from the respondent’s suggestions on the effect of counselling and parental nurturing on students’ academic performance.
Summary
The purpose of the study was to explore the effect of counselling and parental nurturing on students’ academic performance among secondary school students in Obafemi Owode Local Govt Area, Nigeria. The target population were students, teachers and the school counsellor. The researcher employed a case study design. Data were collected through the questionnaire, and interviews with the counsellor. The researcher also used observation for further clarity. The researcher targeted a sample which included; 252 students, 18 teachers and the school-counsellor, using a simple random technique and stratified random sampling.
The quantitative data collected were analysed using a descriptive method. Frequencies and percentage values were computed using Statistical Programming for Social Sciences (SPSS). Qualitative data were also analysed using the thematic approach. Four research questions were formulated and used to obtain the objectives of the study.
Research question number one sought to find out how much the students and teachers are informed on the role of guidance and counselling in the learning process, and whether they utilise the services. From the findings, the majority of the respondents, both students and teachers, were not very conversant with the concept of G&C and its relevance to passing examinations. As a result, most of the students responded ‘no’ to have attempted to meet with the counsellor. Of course, all of the respondents acknowledged the effort being put in by the school-counsellor, who at the same time is fully involved in active teaching. However, it was a wish of the respondents that more time could be given to counselling services.
The second research question sought to find out how students with behaviour problems like coming late for class, cheating, stealing, and rudeness and bullying are helped by the counsellor. Some of the respondents, both students and teachers confirmed either to having been referred or having referred a student to the counsellor, respectively. A good number of the respondents (students) bore witness for being among those who are recipients of counselling services on behaviour change. And also, most of the teachers agreed to have referred some students to the counsellor for help. However, the main concern was on the lack of motivational talks on the importance of good behaviour and its relevance to ones’ academic performance.
The third research question explored the extent to which relationship problems between student-student and student-teacher affect students’ academic performance. Firstly, the research sought to know the interrelationship state within the school before probing how it affects academic excellence. Generally, there was a good rapport and mutual respect between student-student and student-teacher. Although, there were some cases of misunderstanding among students themselves, which led to some feeling out of place in school. Again, the general request from the respondents was a call that they may have access to the counselling services.
Lastly, the fourth question aimed at analysing how much students benefit from the counselling services concerning their academic performance. As such, students were asked if they ever meet the counsellor to discuss academic matters if the counsellor helps them to identify and nurture their talents if the counsellor organises career conferences and different educational opportunities. The researcher went on to ask the counsellor if she ever meets students who are underperforming academically.
On this question, both students and teachers were not very satisfied with the counsellor’s effort as far as academics are concerned. And even the counsellor was of the idea that more could be done in helping the students to improve their performances. The counsellor went on to express some of the challenges she faces in carrying out her duties. One of these is the lack of an office where she might offer the service.
Conclusion
Not only is it a human need that a child has to grow under the care of the parents, but also it is the right of every child. The outcomes of the research clearly show that students of Secondary school students in Obafemi Owode Local Govt Area need the help of the counselling services. It is a fact beyond doubt that guidance and counselling have a great effect on students’ academic performance. The counsellor may not be able to handle all challenges students face, however, the assurance that someone understands me, is enough for a student to focus.
Mostly, we are tempted to think, providing students with all the necessary materials is all they need to pass. However, the psychological state of students as they attend lessons has a lot to do with their performances. Therefore, helping students to behave well and develop healthy relationships, is not only helping them to be happy but also to perform well in their studies. In short, the condition of the learning environment is as necessary as having the best teacher in the class. As such, it is the duty of the counsellor, in collaboration with the administration to ensure that order is maintained.
Thus, analysing the findings from three perspectives, that is, from the students’, teachers’ and the counsellor’s, gives us a wider horizon in understanding the real situation as it is on the ground. Students being the recipient of the services offered by the counsellor responded from the perspective of how much help they receive. The counsellor also being the giver of the service and knowing how much she must offer, also responded from her perspective. As for the teachers, they took the part of mediators, since they are the ones fully involved in the lives of the students, they have a big role in helping build trust between the students and the counsellor. Going beyond the questionnaires, the researcher observed that each of the three parties was committed to helping the other fulfil their duties. Nevertheless, where people are, there is always room for growth. Thus, the following recommendations were put across.
Recommendations
From the findings of the study the researcher recommends the following:
- The school should be able to provide an office for the counsellor where she can offer her
- The school should be able to attend to the material and financial needs of the counsellor in executing her work.
- The head of the school should look into the possibility of freeing the counsellor from other responsibilities, and give students more time to meet her.
- The school-counsellor should put more effort into making the effect of counselling on academic performance known to the students.
- The counsellor should provide students with a variety of education opportunities by organising motivational career conferences.
- The Ministry of Education (MoE) through State Education Board Secretary (DEBS) should be able to ensure that counselling services are available to students, especially in the secondary
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